GIÁO ÁN CẢ NĂM CHƯƠNG TRÌNH MỚI Môn Tiếng Anh 6 GV Nguyễn Đoàn Ngọc Anh Năm học 2018-2019

GIÁO ÁN CHƯƠNG TRÌNH MỚI MÔN TIẾNG ANH

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Ths Nguyễn Thanh Tú eBook Collection DẠY KÈM QUY NHƠN LESSON PLAN PHÁT TRIỂN NỘI DUNG

GIÁO ÁN CẢ NĂM CHƯƠNG TRÌNH MỚI Môn Tiếng Anh 6 GV Nguyễn Đoàn Ngọc Anh Năm học 2018-2019 WORD VERSION | 2021 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

Pre: 24/08/2018 Period 1: HƯỚNG DẪN CÁCH HỌC & ÔN TẬP ĐẦU NĂM

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I. OBJECTIVES: - Knowledge: Understand about learning program of new English 6. Know some methods of learning English well.

- Skills: Prepare carefully for this subject such as: a textbook, a workbook, a notebook and some objects of learning.

- Attitude: To teach Ss to be interested in learning this subject.

- Competences: Communication, self study.

II. PREPARATION: - Materials: Textbook, workbook, objects of teaching.

III. TEACHING PROCESS 1. Class settlement: Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 2. Oral test: No tests 3. New lesson: A. Warm- up: - Ask some Ss introduce something about themselves.

- T gives the comment. Then introduces the new lesson.

B. Presentation: T AND SS’ ACTIVITIES MAIN CONTENTS Activity 1: Introducing the content of English 6 *Aims: 1. Néi dung chư¬ng tr×nh m«n tiÕng Anh líp 6 mới: - Ss know the content of English - Gåm 12 ®¬n vÞ bµi häc, mçi ®¬n vÞ bµi gåm 7 book 6 (textbook and workbook) phÇn: GETTING STARTED (giới thiệu chủ đề, từ vựng và ngữ pháp), A CLOSER LOOK 1(luyện từ *Process: - T introduces structures English vựng và ngữ âm), A CLOSER LOOK 2 (học ngữ book 6 and the aims of each pháp), COMMUNICATION (Thực hành nói), SKILLS 1 (luyện kỹ năng đọc, nói), SKILL 2(luyện section.

- T introduces the content of each kỹ năng nghe, viết), LOOKING BACK & PROJECT (luyện tập củng cố các kiến thức đã học). unit and the total of all units in English 6.

- Sách được biên soạn theo đường hướng giao tiếp, giúp HS sử dụng ngữ liệu (ngữ âm, từ vựng, ngữ pháp) để phát triển năng lực giao tiếp bằng tiếng Anh qua 4 kĩ năng Nghe-Nói-Đọc-Viết trong đó ưu tiên kĩ năng nghe và nói.

- Tiếng Anh 6 gồm 2 tập: tập1 và tập 2 được biên soạn xoay quanh 4 chủ điểm (Theme) gần gũi với HS: Our Communities và Our Heritage (Học kì 1) Our World và Visions of the future (Học kì 2). Mỗi chủ điểm được chia thành 3 đơn vị bài học (Unit) tương ứng với 3 chủ đề (Topic) của chương trình.

Sau mỗi chủ điểm là một bài ôn (Review) tập trung vào kiến thức ngôn ngữ và kĩ năng ngôn ngữ HS đã được học và rèn luyện.

- Sách bài tập theo bộ sách giáo khoa cũng bao gồm 2 tập: tập 1 và tập 2. Mỗi đơn vị bài tập gồm 5 phần: Conclusion: PHONETICS, VOCABULARY & GRAMMAR, - Almost all the students can

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understand about the program of SPEAKING, READING, WRITING. English 6.

Có 4 bài Test yourelf 1, 2, 3, 4.

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Activity 2: Introducing the methods and commands of learning English 6 2. Ph−¬ng ph¸p häc m«n tiÕng Anh 6 *Aims: - Ss know the ways to learn * Ở nhà: program of English 6.

- Ôn bài học ngay khi có tiết học ở trên lớp.

- Đọc bài, nghe đĩa trước khi tới lớp, liệt kê các từ mới. * Process: - T Introduces all methods of - Học thuộc từ vựng, mẫu câu, đặt câu với những từ learning English 6 and gets Ss to vựng và mẫu câu đã học. remember.

- Làm bài tập đầy đủ trước khi tới lớp. (Làm vào vở ghi trên lớp, không làm trực tiếp vào sách) - Làm thêm các bài tập ở các sách bổ trợ, nâng cao, sách bài tập tiếng Anh 6.

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

- Dịch các đoạn văn, các bài hội thoại trong sách giáo khoa sau mỗi tiết học. * Ở lớp: - Chú nghe giảng, tích cực phát biểu xây dựng bài.

- Luyện tập theo cặp, nhóm tích cực theo yêu cầu của giáo viên.

- 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. *Conclusion: - Almost all the students can - Ghi chép bài đầy đủ, sạch sẽ và chính xác. remember the ways to learn - Trao đổi với bạn bè hoặc mạnh dạn hỏi thầy cô program of English 6. những vấn đề chưa nắm rõ.

Activity 3: Preparations 3. Yêu cầu về tài liệu, sách vở, đồ dùng học tập. *Aims: - Ss can know the preparations for - Có đầy đủ sách giáo khoa, sách bài tập theo bộ sách giáo khoa, đĩa nghe. learning English.

- Mua thêm sách Bài tập tiếng Anh 6 tham khảo. *Process: - Gets Ss to prepare the books, - Có 1 quyển vở dày ghi bài ở lớp, mỗi từ mới yêu notebooks, cầu viết 3 dòng sau phần ghi bài của mỗi tiết và làm bài tập về nhà. *Conclusion: - Almost all the students can know - Có vở nháp, bút ghi bài, bút đỏ, bút chì, tẩy chì. and have enough preparations for * PPCT: learning English 6.

- Học 3 tiết /tuần. Mỗi Unit học 7 tiết: GETTING STARTED (1), A CLOSER LOOK 1 (2), A CLOSER LOOK 2 (3), SKILLS 1 (4), SKILLS 2 (5), LOOKING BACK (6), COMMUNICATION & PROJECT(7).

- Hệ số điểm: 2M, 2 (15’), 2 (45’), 1HK/1 HS/ 1Kỳ.

4. Practice and consolidation: - Ask SS to do some exercises: (I). Circle the letter before the word whose underlined part is pronounced diffrently 1) A. kitchen B. fish C. library D. tennis 2) A. that B. those C. they D. thin

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3) A. mother B. brother C. Monday D. open 4) A. cat B. Maths C. have D. ball 5) A. six B. sit C. stand D. close (II). Choose the correct words in brackets to fill in the gaps: 1) He often travels................car...............my father. (by....for/ by.....with/ with.....by) 2) It................ rainy in summer. (often is/ is often/ often) 3) What did she.................? (draw/ drawed/ drew) 4) Do you want to go........................? (swim/ swiming/ swimming) 5) What.................... the matter with you yesterday morning? (is/ was/ were) (III). Make questions for the answer: 1) .................................................................................................................................?

My mother has a fever.

2) .................................................................................................................................?

Yes, I'm going to Ho Chi Minh city by plane.

3) .................................................................................................................................?

No, She didn't play football. She played tennis.

4) ................................................................................................................................?

Our friends were born in Viet Tri. 5) ................................................................................................................................?

It is about two kilometres from our house to Gia Cam Primary school.

(IV). Reorder the words to make meaningful sentences: 1) children/ was/ sister/ with/ month/ What/ ?/ matter/ the/ 's/ my/ last/ ……………………………………………………………………………………….

2) is/ often/ warm/ in/ weather/ Spring/ The/./ ……………………………………………………………………………………….

3) Hoa/ on/ Was/ Viet Tri/ born/ in/ 5th/ January/?/ ……………………………………………………………………………………….

4) did/ do/ What/ last/ Lan/ summer/?/ ……………………………………………………………………………………….

5) 's/ friends/ Mai/ travelling/ Are/ bike/ house/ by/ to/ ?/ her/ ……………………………………………………………………………………….

5. Homework: - Prepare: Unit 1: GETTING STARTED _________________________________________________________________________ Pre: 24/08/2018 Period 2: UNIT 1: MY NEW SCHOOL Lesson 1: Getting started

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I. OBJECTIVES: - Knowledge: By the end of the lesson, students can be acquainted with the new school environment. Use the lexical items related to the topic “My new school”. Use the present simple and the present continuous. Talk about school objects and school activities.

- Vocabulary: school things: calculator; compass,… *Skills: Listening, Reading, Speaking, Writing. *Attitude: To teach SS to work hard, love their school and friends. * Competences: Communication, cooperation, self study, creation II. PREPARATION: - Materials: textbook, pictures, visual aids.

- Equipment: CD, cassette player.

III. TEACHING PROCESS: 1. Class settlement:

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Period (Timetable)

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Attendance

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Permission

Absence Non permission

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2. Oral test: No tests 3. New lesson: A. Warm- up: Play “Memorising game” - Teacher asks students to look at the picture on page 6 for 30 seconds. Then ask questions + How many people are there in the picture? (4) + What is the girl wearing? (a school uniform) + Is the boy at the table eating noodles? (No,he doesn’t) + What color is the girls’s school bag ? (brown) + Who are smiling? (All of them) B. Presentation: T AND SS’ ACTIVITIES MAIN CONTENTS Activity 1: Presentation *New words : *Aims: -Ss know how to read new words, identify their - excited (adj):/ɪk’saɪtɪd/: háo hức meanings and use them to make sentences and -> be excited about…. know what they are going to listen.

- heavy (adj):/’hevi/: nặng *Process: - uniform (n):/’ju:nifɔːm/: đồng * Pre-teach vocabulary: expression/ mime/ real phục object/ translation/ situation.

- wear (v) /weə/ = put on: mặc - T writes new words on the board.

- borrow (v):/’bɔrou/: mượn - SS listen and repeat in individual first then the - smart (a):/smɑ:t/: lịch sự/ bảnh bao whole class.

- put on: mặc vào > < put off - Call 3- 4 SS to read the words again.

Checking: rub out and remember. * Presentation the conversation: - Ask SS to look at the picture and answer the questions: Can you guess who Phong, Duy, Vy are? + What is Phong doing? + What is Vy doing? + Why are they so happy?

- Because it is a very special day for them T writes Special day. Now listen and find out. *Conclusion: - Almost all the students know new words and what they are going to listen.

Activity 2: Practice *Aims: 1. True/ false statements.

- SS get the content of the conversation among a. Are these sentences true or false? the four people and then complete the exercises.

1. Duy and Vy are early.

2. Phong is eating breakfast. * Process: - T plays the tape twice.

3. Duy is Phong’s friend.

- Get Ss to work in group of four.

4. Duy lives near Phong.

- Ask SS to work in pair to do true/ false exercise 5. Phong is wearing a school - Feed back. uniform.

1. T 2. T 3. F (Phong’s -> Vy’s) b. Find these expressions in the

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conversation. Check what they mean 1.Oh dear: used to express negative surprise.

2. You'll see: You'll find out 3. Come in: used to invite sb in - Ask SS to work in pair to make short - role 4. Sure: means certainly/ of course plays with the expressions. c. Work in pairs. Create short role- Call 2- 3 pairs to practice in front of the rest. plays with the expressions. Then - Give the remarks if necessary. practice them.

Eg: A: Can you open the window, plz?

B: Sure.

A: Thanks. *Conclusion: S1: The film is very interesting.

Almost all the students can understand the You’ll see. conversation and complete the exercises.

S2: I hope so.

Activity 3: Production 2. Listen and read the following poem. *Aims: - Help Ss develop speaking and writing a. Work in pairs.Write a poem about your partner. Use the poem above to help you skill by doing some exercises.

Get up, Hoa *Process: - T: plays the tape and ask SS to repeat the Get up, Hoa poem.

You’re going back to school - Now look at your partner and find out Your friends are going back to school, too. what new things he or she gets then write a The new school year starts today. poem about him or her.

You’ve got nice clothes - Call 2- 3 SS to read the poem again.

You’ve got new books - Ask SS to work in pair to write the poem Your friends are on their way. about their partner using the given poem. b. Now read the poem to your partner.

- Call 1- 2 SS to read their poem aloud.

3. Match words with school things.

- Ss work in pairs: matching.

1-b. pencil sharpener 2-e. compass (T instructs Ss to match the easier ones 3- j. school bag 4-d. rubber first) 5-c. calculator 6-i. pencil case - T picks up one thing one by one. Ss call 7-f. notebook 8-a. bicycle out the name of that thing.

9-g. ruler 10-h. textbook *New words: - Checking the meanings of some new - calculator (n): /’kælkjuleitə/: máy tính words: cầm tay - Ss work in groups of 4, look around the - compass (n):/’kʌmpəs/: compa class to see things we haven’t learnt in the - rubber (n) /’rʌbə/: miếng xóa lesson. *Conclusion: 4. Find out new school things Almost all the students can make dialogues (quadrant; chalk; …) and write the poem.

4. Consolidation: - Retell the main content of the lesson: the conversation; some expressions and review the words about school things.

- Guide SS to learn new words: learning tip.

5. Homework: - Ask Ss to learn new words by heart.

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4. T 5. F (Phong -> Duy) T: You must now understand the dialogue, let’s some more study to find the synonyms to the expressions.

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- Read the conversation again.

- Do exercises: A2; B1-B2 (p. 3, 4- workbook)+ Translate the conversation in Getting started into Vietnamese.

- Prepare: A closer look 1/ Page 8- textbook. ____________________________________________________________________ Pre: 24/08/2018 Period 3: UNIT 1: MY NEW SCHOOL Lesson 2: A CLOSER LOOK 1

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I. OBJECTIVES: - Knowledge: By the end of the lesson, students can use the lexical items related to the topic “My new school”. Use the combinations: to study, to have, to do, to play+ Noun.

- Pronunciation: pronounce correctly the sounds /əʊ/ and /ʌ/ in isolation and in context. *Skills: Listening, Writing: *Attitude: To teach SS to work hard, love their school and friends. * Competences: Communication, cooperation, self study.

II. PREPARATION: - Materials: textbook, pictures, visual aids.

- Equipment: CD, cassette player.

III. TEACHING PROCESS: 1. Class settlement: Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 2. Oral test: - S1: to go to the board to write new words, make 2 sentences with the words.

- S2: does A2 (P3 workbook) - The rest practice reading the dialogue in group of four.

3. New lesson: A. Warm- up: Brainstorming: - T: Every day, we do a lot of activities such as eating food or learning new subjects. So I would like you to list all the verbs which can go with these two words: BREAKFASTMATH - Teacher gets feedback: with BREAKFAST: have-eat-get-cook-prepare-make-enjoywith MATH: do-, study-, learn-, solve-, love-, like-, hate- Today we are going to learn some more combinations about school.

B. Presentation: T AND SS’ ACTIVITIES MAIN CONTENTS Activity 1: Teaching vocabulary *Aims: * New words: - Ss know how to read new words, physic (n) /’fizik/ : môn vật lý identify their meanings and use them to history (n) /’histəri/ : môn lịch sử make sentences and do some exercises judo (n) /dʒu:dəʊ/: môn võ juđô relating these words and phrases. maths (n) / mæθ/ = mathematics:/ môn toán *Process: science (n) /‘saiəns/: khoa học * Pre- teach vocabulary: expression/ school lunch (n) /sku:l lʌnt∫/: bữa trưa ở trường mine/ visual aids/ translation/ situation team (n) /ti:m/: đội - SS: listen and repeat in individual first interesting (adj) /’intristiŋ/: thú vị. then the whole class.

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- Call 3- 4 SS to read the words again.

Checking: rub out and remember - Play the tape exercise 1 (P8- textbook) and ask SS to listen and repeat twice.

- Play once ask SS to repeat in turn.

- Ask SS to work in group to put the words in exercise 1 into groups.

- Feedback.

- Ask SS to add more nouns to the groups.

healthy (adj) /’helθi/: khỏe mạnh, lành mạnh. study (v) /’stʌdi/: học, nghiên cứu.

1. Listen and repeat the words.

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2. Work in pairs. Put the words into groups. play do have study football homewor school Physics k lunch music judo lesson English baseball exercise dinner vocabular y game housewor a bath history - Ask SS to work in pair to do exercise 3 k (P8). volleybal shopping a picnic science - Feedback. l

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3. Put one of these words in each blank.

- Ask SS to work individually to write 1. homework 2. football sentences about themselves using the 3. lessons 4. judo combination in exercise 2.

5. science. *Conclusion: 4. Write sentences about yourself using the - Almost all the students know new combinations above. words and complete the exercises.

E.g.: a. We have English lesson on Monday. b. I do my homework every evening. c. I study history at school. d. I do the housework every afternoon.

Activity 2: Teaching pronunciation *Aims:To help SS to learn and * Pronunciation: 5. Listen and repeat. Pay attention to the sounds practice the sounds /əʊ / and /ʌ/. * Process: /əʊ / and /ʌ/ -/ʌ/ là âm rất ngắn, khi phát âm hai -/əʊ/ :judo, going, homework, open môi mở rộng về hai bên, hình dáng -/ʌ/: brother, Monday, mother, month môi chuyển từ tròn sang dẹt;/ɒ/->/ʌ/ -/əʊ/hình dáng miệng chuyển từ âm/ә/ sang /ʊ/. Khi bắt đầu thì hình dạng miệng là mở, dẹt khi kết thúc thì 6. Listen to the words and put them into two miệng khép và tròn môi. groups.

- Play the tape twice and ask SS to repeat.

- Call 3- 4 SS to read again. /ʌ/ /əʊ / - Play the tape in exercise 6 and ask rode some SS to work individually to put the don’t Monday words into two groups. hope month homework come post one 7. Listen and repeat. Underline the sounds / əʊ / and /ʌ/ you hear.

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*Conclusion: Almost all the students can pronounce the 2 sounds and identify them in the words and sentences.

1. They are going to open a new library.

2. I’m coming home from school.

3. His brother eats lunch in the school canteen.

4. The new school year starts next month.

5. My brother is doing his homework.

6. He goes to the judo club every Sunday.

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4. Consolidation: - Retell the main content of the lesson: New words and phrases.

- Ask SS to do exercise A1 (workbook- page 3) Answer keys: 1D, 2C, 3A, 4. B, 5. C 5. Homework: - Ask Ss to learn new words by heart.

- Write about yourself using the four verbs: play, do, have, study and sounds /əʊ/, /ʌ/ - Do exercises: B3- B4- B5 (page 4+ 5- workbook) - Prepare: A closer look 2/ Page 9+ 10- textbook. _________________________________________________________________________ Pre: 27/08/2018 Period 4: UNIT 1: MY NEW SCHOOL Lesson 3: A CLOSER LOOK 2

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I. OBJECTIVES: - Knowledge: By the end of the lesson students can use the present simple and present continuous tenses to talk about school activities, subjects and what students do at school.

- Vocabulary: school things and activities.

- Grammar: present simple and present continuous tenses. *Skills: Listening, Speaking, Reading. *Attitude: To teach SS to work hard, love their school and friends. * Competences: cooperation, selfstudy, problem solving.

II. PREPARATION: - Material: textbook, pictures, visual aids.

- Equipment: CD + cassette player III. TEACHING PROCESS: 1. Class settlement: Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 2. Oral test: - S1: Does B4 - workbook page 5 - S2: Does B5 - workbook page 5 3. New lesson: A. Warm- up: Play: Nought and Crosse: play like read listen do visit make watch cook Ex: She often plays chess after school.

B. Presentation: T AND SS’ ACTIVITIES MAIN CONTENTS Activity 1: Teaching vocabulary * Aims: Ss know how to read new I. Vocabulary

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words, identify their meanings and use - playground (n) /’pleɪgraʊnd/: sân chơi them to make sentences.

- walk /wɔ:k/(v) : đi bộ * Process: - ride /raɪd/ (v) : đi (xe đạp) Pre-teach vocabulary: visual aids/ - teach /ti:tʃ/ (v) : dạy translation/ example.

- read /ri:d/ (v) : đọc - T: writes new words on the board.

- SS: listen and repeat in individual first - break time /’breɪk taɪm /(n) : giờ giải lao then the whole class.

- Call 3- 4 SS to read the words again.

Checking: rub out and remember * Conclusion: Almost the sts know the new words and complete the exercises.

Activity 2: Presentation * Aims: II. Grammar To help SS to learn the two tenses: the 1. The Present simple present simple tense and the present * Example: continuous tense.

- Philip gets up at 6 o'clock every morning.

- I go to school every day. * Process: - T gives the example and ask SS to tell - She sometimes goes out on Friday night. the uses of the present simple tense. * Usage.

- Ask SS to give more examples and then We use the present simple tense when: ask them to give the form of the tense.

• the action is general.

• the action happens all the time, or habitually.

• the statement is always true. * Form: (+) I/ We/ You/ They + V + O. He/ She / It + V(s/es) + O. (-) I/ We/ You/ They + do not + V + O. He/ She / It + does + not + V + O. (?) Do + I / we/ you / they + V + O? Yes, I / we/ you / they + do No, I / we/ you / they+ don’t.

Does + he/ she/ it + V + O? Yes, he/ she / it + does.

No, he/ she /it + does not.

2. The Present continuous tense * Example: - T gives the example and ask SS to tell - Nam is reading a book. the uses of the present continuous tense.

- They are writing.

- Ask SS to give more examples and then - I am learning English. ask them to give the form of the tense. * Usage: We use the present continuous tense to denote an action that is happening at speaking time. *Conclusion: * Form: Almost all the students can know the (+) S + is/ am/ are + V.ing+ O usage and form of the present simple tense (-) S + is/ am/ are + not + V.ing + O and the present continuous tense. (?) Is/ Am/ Are + S + V.ing + O? Yes, S + is/ am/ are No, S + is/ am/ are + not.

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- Ask Ss to listen to the tape and underline the present continuous form.

- Ss work in groups (with 4 Ss) to do task 5.

- Feedback.

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- Ask SS to work in pair to do task 3: interview his/ her partner.

- Call 5 pairs to practice in front of the rest.

- T corrects if necessary.

III. Practice 1. Miss Nguyet is interviewing Duy for the school newsletter. Write the correct form of the verbs.

1. has 2. do you have 3. love 4. does Vy walk 5. ride 6. teaches 7. doesn’t play 8. reads 9. go 10. do 2. Correct the sentences according to the information in 1 above.

1. Duy lives near here.

2. Duy likes/loves his new school.

3. Vy and Duy ride bikes to school.

4. Mr Quang teaches Duy English.

5. At break time, Phong reads in the library.

3. Work in pair. Make questions then interview your partner.

1. Do you ride your bicycle to school?

2. Do you read in the library at break time?

3. Do you like your new school?

4. Do your friends go to school with you?

5. Do you do your homework after school?

4. Listen to part of the conversation from getting started again. Then find and underline the present continuous form.

1. is knocking 2. is having 3. are wearing 5. Complete the sentences with the correct form of the verbs.

1. am not playing 2. are studying 3. aren’t doing 4. am having 5. are riding 6. Choose the correct tense of the verbs.

1. are having 2. wears 3. starts 4. is watching 5. are skipping

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Activity 3: Practice * Aims: Ss practice the present simple tense and the present continuous tense by completing the exercises. * Process: - Ss do the task 1 individually.

- T. calls some Ss to say their answers - T. gives explanation and answer keys.

- Ask SS to work in pair to read the dialogue in task 1 and do task 2.

- Ask 2 SS to go to the board to give the answer.

- T corrects if necessary.

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- Ss work individually to do task 6.

- Feedback. * Conclusion: - Almost all the students can complete the exercises.

Activity 4: Production * Aims: - Ss know how to use the present simple tense and the present continuous tense correctly by completing task 7. * Process: - Ask SS to read the e- mail.

- Ask SS to work in pair to underline things that often happen or are fixed.

Then underline things that are happening now.

- Feedback.

- Ask SS to work individually to do task

IV. Further practice 1. Read Vy’s e-mail to her friend.

2. Underline things that often happen or are fixed. Then underline things that are happening now.

3. Compare Vy’s first week with yours.

Me Wear uniform…. ………………… ………………… …………………

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Vy Wear uniform on Mon and Sat….. ………………… …………………..

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7b. * Conclusion: - Almost all the students can do the exercises.

4. Consolidation: - What does your mother/ father do every day?

5. Homework: - Ask Ss to learn new words + grammar structures by heart.

- Do exercises: B6/ P5; C2/ P6+7- workbook - Prepare: Communication Page 11- textbook. _________________________________________________________________________ Pre: 28/08/2018 Period 5: UNIT 1: MY NEW SCHOOL Lesson 4: Communication

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I. OBJECTIVES: * Knowledge: By the end of the lesson students can use the lexical items related to the topic “My new school”. Ask appropriate questions when making new friends at a new school. Know what qualities a good friend should have. * Skills: Speaking, Writing: * Attitude: To teach SS to work hard, love their school and friends. * Competences: To develop Ss’ ability of communication, cooperation, creation.

II. PREPARATION: - Material: textbook, pictures, visual aids.

- Equipment: CD + cassette player III. TEACHING PROCESS: 1. Class settlement: Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 2. Oral test: - S1: Does C2- workbook page 6+ 7 - S2: Write the new words & make 2 setences with two words.

3. New lesson: A. Warm- up: Chatting: +Do you live near here? +How do you go to school every day? +Who do you often go to school with? +Is he/she your best friend?

B. Presentation: T AND SS’ ACTIVITIES MAIN CONTENTS Activity 1: Teaching vocabulary *Aims: Ss know how to read new words, I. Vocabulary identify their meanings and use them to - pocket money [’pɔkit,mʌni] (n): tiền tiêu make sentences. vặt * Process: - share /ʃeər/ (v): chia sẻ Pre- teach vocabulary: translation/ - remember /rɪ’membər/ (v): nhớ example.

- help /help/ (v): giúp đỡ - T: writes new words on the board.

- classmate /’klɑ:smeɪt/ (n): bạn cùng lớp - SS: listen and repeat in individual first

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then the whole class.

- Call 3- 4 SS to read the words again.

Checking: rub out and remember * Conclusion: Almost all the sts know new words and how to use them.

- keep quiet /ki:p kwaɪət/: giữ yên lặng - talk /tɔ:k/ (v): nói chuyện - travel /’trævəl/ (v): đi lại

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Activity 2: Speaking *Aims: II. Speak To help SS to know how to make friends and what questions are suitable to ask a new friend at school. * Process: * Pre- speaking: - T asks Ss how they often make friends, what they often say when they first meet a new friend….

T: How do you make friends? When you make friend, what questions do you ask 1. Game: Making friends first?

Read and tick (√) the question you think are * While- speaking suitable to ask a new friend at school - Ask SS to work in pair to do task 1 1. Are you from around here? page 11.

2. Do you like pop music?

- Ss share question with their friends.

3. How much pocket money do you get?

- Ask SS to work individually to make 4. What is your favorite subject at school? one or two more questions and share 5. Are you hungry? with the class.

6. Do you play football? * Post- speaking: 7. How do you get to school every day?

- T divides class into 6 groups.

8. Where do you go shopping?

- Ss practice asking and giving the Suitable questions: 1, 2, 4, 4, 7 answers with Yes/No. 2. There is a quiz for students in the new school newsletter. Read the questions. *Conclusion: Work in groups. Take turn to interview the Almost all the students can do the tasks. others. Use the questions.

Activity 3: Further practice *Aims: III. Further practice - SS further practice speaking skill by Class presentation. Are they good friends in using the guided questions to tell about class? Tell the class about them. their friends.

E.g.: Lan remembers all her new classmates’ * Process: - Ask Ss to work individually to use the names. questions and give nice sentences about Minh always helps teacher in the class. friends.

Ha shares things with his classmates.

- Call 2-3 SS to present in front of the …………………………………… class.

- Ask SS to give remarks.

- T corrects if necessary. *Conclusion: - Almost all the students can practice speaking skill.

4. Consolidation: - Retell the main content of the lesson: talk about school activities, subjects, their friends and give nice sentences about friends.

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+ A friends are forever + Friend in need is a friend inneed. + A friend is someone who knows all about you and still loves you. + I would rather walk with afriend in the dark than alone in the light.

5. Homework: - Ask Ss to learn new words.

- Write about your best friends.

- Do exercises: C1/ P6; D2/ P7+8- workbook) - Prepare: Skill 1 Page 12- textbook. _________________________________________________________________________ Pre: 30/08/2018 Period 6: UNIT 1: MY NEW SCHOOL Lesson 5: SKILLS 1

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I. OBJECTIVES: *Knowledge: By the end of the lesson students can use the lexical items related to the topic “My new school”. Read for specific information about schools. Talk about the school that they like or don’t like and the reasons for that. *Skills: Reading, Speaking: *Attitude: To teach SS to be hard working, love their school and friends. *Competences: Communication, creation, selfstudy.

II. PREPARATION: - Material: textbook, pictures, visual aids, extra board.

- Equipment: CD and cassette player III. TEACHING PROCESS: 1. Class settlement: Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 2. Oral test: - S1: Does C1- workbook page 6 - S2: Write new words - S3: does D2- workbook page 8 3. New lesson: A. Warm- up: Chatting: + How many classes are there in our school? + Does our school have a stadium? + How many computer rooms does it have?...

B. Presentation: T AND SS’ ACTIVITIES MAIN CONTENTS Activity 1: Teaching vocabulary *Aims: Ss know how to read new I. Vocabulary words, get their meanings.

- boarding school (n) /'bɔ:diη'sku:l/: trường nội * Process: trú - Teach vocabulary: translation/ - college (n) /'kɔlidʒ/: Trường đại học example/ pictures - surround (v) /sə'raund/: bao quanh - T: writes new words on the board.

- field (n) /fi:ld/: cánh đồng - SS: listen and repeat in individual first - equipment (n) /i'kwipmənt/: trang thiết bị then the whole class.

- modern (a) /'mɔdən/: hiện đại - Call 3- 4 SS to read the words again.

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Checking: rub out and remember *Conclusion: Almost all the students know new words and how to use them.

- creative (a) /kri:'eitiv/ : sáng tạo - international (a) /,intə'næ∫ənl/: Quốc tế

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Activity 2: Reading * Aims: II. Read To help SS to get 1. True/ False predictions: information about the three a. PLC is a school for boys in Sydney. school and do some b. There are about 1,250 students from the age of four to exercises. age eighteen go to PLC school. c. An Lac is a small school with nearly 200 students. * Process: * Pre- reading: d. There are mountains and rivers near An Lac school.

- True/ false predictions e. Children at the age of ten can go to VINABRITA * While- reading school.

- Ask SS to read the three f. There are many interesting clubs in VINABRITA texts and check true/ false school. predictions.

Answer keys: - Feedback. a. F ( boys -> girls) b. T c. F (rivers- > green fields) d. T e. T 2. Now find these words in the text. What do they - Ask SS to read the texts mean? again and do the task 2.

- boarding school is a school where students live and study.

- surrounded: to be everywhere around something .

- international: involving more than one country.

- creative: producing or using original and unusual ideas.

3. Now read the text again and complete the sentences - Ask SS to read the texts 1. boarding 2. Vinabrita again and do the task 3 in 3. Australia 4. mountain group of four.

5. English speaking teachers * Post- speaking: - T divides class into 6 groups.

- Ss practice asking and giving the answers with Yes/No. * Conclusion: Almost all the students can do the tasks.

Activity 3: Speaking *Aims: - SS further practice speaking skill by giving III. Speak the reasons why they like or dislike the three 1. Complete the table schools. * Process: Reasons Name of Reasons + Pre- speaking: you don’t school you like - T guide SS to do the task; SS read the text like again and complete the table.

PLC + While- speaking: Vinabrita - Complete the table An Lac

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2. Which school would you like to go to? Why? I would like to go to……………because……

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- Based on the table, ask SS to present their ideas in front of the class.

- T gives the remarks. + Post- speaking: - Ask SS to choose one of the three schools if they have chance to go and give the reason why. *Conclusion: - Almost all the students can practice speaking skill by completing the tasks.

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4. Consolidation: - Retell the main content of the lesson: information about the three schools PLC SYDNEY, VINABRITA and AN LAC schools.

5. Homework: - Ask Ss to learn new words by heart.

- Read the three texts again - Do exercise D1 / P7- workbook) - Prepare: Skill 2 Page 13- textbook. _________________________________________________________________________ Pre: 07/09/2018 Period 7: UNIT 1: MY NEW SCHOOL Lesson 6: SKILLS 2

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I. OBJECTIVES: * Knowledge: By the end of the lesson, students can use the lexical items related to the topic “My new school”, read email and webpages, listen to get information about school activities, write a webpage for their school using correct punctuation. * Skills: + Listening: Listen and choose the correct answers. + Writing: correct the punctuation in the sentences, write the correct version and create a webpage for their school. *Attitude: To teach SS to be hard- working, love their school and friends. * Competences: creation, selfstudy, cooperation.

II. PREPARATION: - Material: pictures, visual aids, extra board.

- Equipment: CD and cassette player.

III. TEACHING PROCESS: 1. Class settlement: Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 2. Oral test: - S1: Does D1- workbook page 7 - S2: writes new words.

3. New lesson: A. Warm- up: Chatting: “The school you like”.

- I like studying in a big school with good equipment….

B. Presentation:

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T & Ss’ activities * Pre- listening: Ask Ss to refer back to the reading: PLC Sydney. Introduce Susie Brewer - a student at PLC Sydney and then ask some questions to elicit the information about those schools: Which school do you like to go?/ Why do you like it?

Contents

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1. Listen: Listen and choose the correct answers.

1. A. likes 2. A. Maths 3. B. isn’t wearing her uniform 4. B. Vietnamese 5. A. at breaktime

* While listening: - Play the recording twice - Ss listen only the first time.

- Allow Ss to read the exercise to guess the answer.

- Ss work in pairs, listen to the recording

Writing tips: *Capital letters for: starting sentences, names, days and months, the pronoun I and places. *Commas for separating long sentences and lists of things.

again to choose the correct answers. * Post listening: - Let Ss listen sentence by sentence to check the keys.

- Ask some to sum up the information about Susie.

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2. Correct the puntuation in these sentences.

1. School stars on the 5th September.

2. Does he live in Ha Noi? 3. I’m excited about the first day of the school.

4. Are you doing your homework?

5. We’re having an English lesson in class.

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- Tell the class the important of punctuation marks.

- Hang the poster of Writing tip on the board.

- Ss study the Writing tip and may ask Ss some information.

- Explain the new words and punctuation marks.

- Ask Ss to correct the punctuation in the sentences in their notebooks.

- After finishing, 5 Ss write the 5 sentences on the board.

- The class comment and check.

- Give the correction.

*Full stops, question marks or exclaimation marks for putting at the end of the sentences.

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- Hang the poster of questions on the board then guide Ss to write a webpage: + What is the name of the school? + Where / How many students + What Ss do at school/ + What is interesting/ great/ fun about your school? + What do you wear? + What subject do you like? + What activities do you do?

- Ss write a paragraph about 80 words about their school, covering as many ideas as possible of the answer to these questions in

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3. Write the correct version.

Hi I’m Phong and I’m from Ho Chi Minh city. I wear my uniform to school every day. My favorite teacher is Mr. Trung. Hhe teaches me science.

4. Create a webpage for your school.

LE QUY DON SECONDARY SCHOOLis in Thanh Son – a small town, Phu Tho province. It is a big school with 16 classrooms and over 500 students from the age of 11 to 15. It is the school for the gifted students of the district and some neighboring districts. The students wear uniforms on Monday, Thursday and Saturday. It has big buildings and modern equipment. Students can learn many different subjects at school. Besides, students can take part in many interesting activities….

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groups of 6.

- Tell Ss to pay attention to punctuation, structural elements, linking words…

- Correct and give marks.

4. Consolidation.

- Summarize the main points of the lesson.

5. Homework.

- Prepare for the next lesson: Unit 1: Looking back & Project.

- Do Ex E1, 2 (WB) - Prepare: Looking back + project Page 14+15- textbook. _________________________________________________________________________ Pre: 07/09/2018 Period 8: UNIT 1: MY NEW SCHOOL Lesson 7: LOOKING BACK + PROJECT

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to revise and make the use of all the target knowledge in unit 1& do a project about their dream school.

- Skills: + Listening: Listen and write down the words in the correct places. + Speaking: Rople play the questions and answer with a partner and talk about their school dream. + Writing: Complete the sentences with the correct form of verbs & write about their dream school.

- Attitude: To teach ss the good attitude to & love the subject, the school & the friends.

II. PREPARATION - Material: Textbook, and lesson plan.

- Equipment: chalks, a cassette and a compact disk.

III. TEACHING PROCESS 1. Class settlement: Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 2. Oral test: - Do ex D1, 2 by correcting on the board by the two students.

3. New lesson: A. Warm up: Revise the new words by using relias & pictures is main 1. dictionary, calculator, notebook, compass, uniform, pencil sharpener, breakfast, do judo…

B. Presentation: T & SS’ activities Contents I. Vocabulary.

- Ask Ss to write the words.

1. Match the pictures.

- Correct mistakes then repeat the 1. dictionary 4. notebook words.

2. uniform 5. compass 3. pencil sharpener 6. calculator - Ask SS to work in pairs to do task 2 2. Match A with B. then T corrects if necessary.

1. b 2. c 3. a 4. d - Play tape and ask SS to work individually the task 3.

3. Listen and write down the words you hear.

- Pay the recording twice.

Play: sports, badminton, music./ chess/ soccer…

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- Divide the class into three groups.

G1: Ask & answer questions about school.

G2: Talk about things that are fixed or often happened.

G3: Talk about things that are happening now.

- Have the representative from each group to present in front of the class.

- Listen & remark.

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- Ask SS to do the task 7 in pairs.

- Get the feedback.

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- Ss do Ex individually.

- call some Ss to do it on the board.

- Correct.

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- Give feedback and get the correct answers from the leader of the groups.

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- Divide the class into 3 groups to do the tasks from 4-6 on P14.

Do: morning exercise, homework/ judo/ exercise/ aerobics…

Study: new words, geography.

Have: English lesson, a new book.

II. Grammar.

4. Complete the sentences using present simple.

1. comes 2. don’t 3. walks 4. do 5. teaches 6. play 5. Complete the sentences using present continuous.

1. are doing 2. are riding 3. is studying 4. is having 5. am walking 6. is teaching 6. Complete sentences with the correct form of the verbs.

1. lives 2. is 3. has 4. is walking 5. go 6. study 7. are working 8. loves III. Communication 7. Match the questions with the answers. b- g d- f e- a h- g 8. Role-play.

G1: Where is your school?

- It’s in Thanh Son town.

- How many SS/ teachers….

- Is it big or small/ modern?....

G2: My school has 16 classrooms We learn in the mornings.

I walk to school.

The school starts at 7 o’clock…..

G3: Now, we are learning English.

He is speaking/ writing/ ….

IV. Project: Write about your dream school.

My dream school is in the city. It is a very big school with… SS & teachers. It is a gifted… It has the tradition of …

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- Ss listen then write words in the correct places.

- Give correction.

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- Ask Ss to write their dream school at home using the pictures, answering the questions on P15 and their imagination like this: 4. Consolidation: - Summarize the main points of the lesson.

5. Homework: - Revise & learn the simple present & continuous present tenses.

- Do E2-WB. - Prepare for the next lesson: Unit 2: Getting started. _________________________________________________________________________ Pre: 07/09/2018 Period 9: UNIT 2: MY HOME Lesson 1: Getting started

I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to understand the dialogue and then practice listening and speaking with the lexical items related to the topic "My home"; know

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how to use prepositions of places tp describe things in their house by using the structures: There is/ are - Vocab: Types of houses, rooms and furniture.

- Grammar: There is/are, there isn’t/there aren’t; prepositions of place.

- Attitude: To teach SS to work hard and love their house.

- Compentences: Communication, cooperation, selfstudy.

II. PREPARATION - Material: Textbook, and lesson plan.

- Equipment: chalks, a cassette and a compact disk.

III. TEACHING PROCESS 1. Class settlement: Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 2. Oral test: - Do ex E 2 by correcting on the board by the students.

3. New lesson: A. Warm up: Play chain game: S1: I live …..

S2: I live in a small ….

S3: I live in a small apartment/ house/ home…

Then the teacher leads to the new lesson.

B. Presentation: T & SS’ activities Contents I. New words: (Presentation) - Teacher uses different techniques to - a'partment:[ə'pɑ:tmənt] Căn hộ teach vocab (situation, realia, - move to Chuyển đến translation or explanation) Cái gối - 'pillow: - Follow the seven steps of teaching - cousin: Anh/ chị em họ vocab.

- in front of < > be'hind trước < > sau - Ask SS to read in individually & then ween bet' : [bi'twi:n] ở giữa in chorus. noi ' sy: ồn ào - Check new words by R.O.R - Leading to the new lesson: What are My & Nick doing?

Where are they?

II. Practice.

What are they talking about?....

1. Listen and read. a. Which family members does Mi talk about? ? Guess the answers for exercise a.

Grandparents - Play the recording twice, SS listen

Dad Uncle and get the keys.

Mum

Aunt

- Individual work compare in pairs

Brother Cousin b. Complete the conversation: - T corrects or asks ss to remark and Keys: check.

1. TV; sofa 2. town house - Ss work in desks to complete b.

3. sitting on the sofa 4. noisy * SS gain: There is/ there are…

5. there S + be + Preps of place.

- SS understand how to write sentences III. Production: Prepositions of place. to describe each picture in 2 then write 2. Match the prepositions of place with the

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them on board.

- Teacher gives feedback.

pictures.

- pairwork.

Keys: A. on B. next to C. behind D. in E. in front of F. between G. under 3. Write sentences in 2.

A. The dog is on the chair.

B. The dog is next to the bowl.

C. The cat is in the woberode.

4. True or false?

1. F (The dog is between the bookself and the bed.)

2. T 3. F (The clock is between the pictures.)

4. F (The cat is in front of the computer.)

5. F (The cat is between the lamp and the sofa.)

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? Call on some Ss to write the answer on the board after individual work then compare in pairs - Teacher explains - Teacher gives feedback - T helps if necessary.

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4. Consolidation: - SS work in pairs ans & answer the questions in 5. a. The books/ They are on the table. b. The clothes/ They are on the floor. c. Yes, it is.

5. Homework: - Learn new words by heart.

- Read the conversation smoothly then try to understand.

- Do exercise B1, 3, 5 (p.10 (Workbook).

- Prepare for the next lesson: Unit 2: Closer look 1. _________________________________________________________________________ Pre: 11/09/2018 Period 10: UNIT 2: MY HOME Lesson 2: A closer look 1

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I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to pronouce correctly the sounds /z /, /s/ and / iz/ in isolation and in context; Use the lexical items related to the topic “My home”.

- Vocab: Types of houses, rooms and furniture - Skills: Listening & speaking - Attitude: To teach ss the good attitude to & love the house & family.

II. PREPARATION - Material: Textbook, and lesson plan.

- Equipment: chalks, a cassette and a compact disk.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A / 2. Oral test: - Do ex B1, 3, 5 by correcting on the board by the students.

- Write the new words on board.

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- Two SS read the dialogue.

3. New lesson: A. Warm up: - Chatting: Where do you live?

How many rooms are there in your house? What are they? …

B. Presentation: T & SS’ activities Contents I. Vocabulary - Teacher uses different techniques * New words. to teach vocab (situation, realia) - chest of drawers Ngăn kéo - Follow the seven steps of teaching Máy điều hòa - air-conditioner vacab.

- cupboard ['kʌpbəd] Tủ ly - Repeat in chorus and individually - microwave ['maikrəweiv] Lò vi sóng - Copy all the words - dishwasher Máy rửa bát * Checking vocab: Recall - wardrobe ['wɔ:droub] Tủ đựng quần áo - Elicit the rooms from SS. attic gác - Have Ss quickly match the room with its name by playing “Who is 1. Name the rooms of the house faster?” * Key: - Teacher gives feedback. a. living room b. bedroom c. attic d. bathroom e. kitchen f. hall - Pair works. The pair which finishes the activity first will be the 2. Name things in each room. winner and go to the board to write - Living room: lamp, sofa, picture, table… their answer.

- Bedroom: bed, lamp, picture, chest of drawers…

- Kitchen: fridge, cupboard, cooker, table, dishwasher, chair…

- Bathroom: bath, sink, toilet…

- Hall: picture…

3. Listen and repeat the words.

- Listen and repeat.

- SS practice - Add more words to the list. (group 4. Guessing game work) - In pairs at breaktime or at home.

II. Pronunciation: /z/, /s/ or /iz/

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- Ask some to repeat correctly.

- Have Ss comment on the way to pronounce -s, -es at the end of the words then explain the rules quickly.

(Rules: Teacher’s book, P37): When the words end by /th, t, k, p, f/ + s => /s/ When the words end by / s, x, z, ch, sh, g/ + es/s => /iz/ The rest adds es/s => /z/ - Have SS do ex 6, 7, 8 in studentbook.

5. Listen and repeat the words.

6. Put the words in the correct column Keys: /z/: posters, beds, wardrobes, tables /s/: plamps, sinks, toilets /iz/: fridges III. Production 7. Find out the sound - Work individually then compare in pairs Keys: /z/: things, pictures /s/: lights, chopsticks /iz/: dishes, vases, these, 8. Practice the conversation

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- Ask SS to work in pairs to read the - individual work compare in pairs conversation between Mi and Mum - Listen and repeat the conversation and underline the final s/es and write - Practise the conversation in pairs. /s/, /iz/, /z/.

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 2: A closer look 2.

- Do exercise A1, 2 (p.10), B2, 3 (P.11) workbook.

- Remember the ways to proniunce s/es _________________________________________________________________________ Pre: 11/09/2018 Period 11: UNIT 2: MY HOME Lesson 3: A closer look 2

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I. OBJECTIVES - Knowledge: By the end the lesson, students can use structures: There is/ there are/ There isn't, There aren't to describe the positions of some furniture in their room.

- Skills: Speaking, writing.

- Attitude: To teach SS to work hard and love their house.

- Competences: communication, cooperation, self-study II. PREPARATION - Material: Textbook, and lesson plan.

- Equipment: chalks, a cassette and a compact disk.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission /

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2. Oral/ Written test: - S1: goes to the board to write new words.

- S2: does A2 in workbook - S3: read the conversation in part 7 in the textbook.

3. New lesson: A. Warm up: Chain game: (Ss tell what rooms their house has ) S1: My house has a living room.

S2: My house has a living room and a dining room S3: My house has a living room, a dining room and a bathroom …

B. Presentation:.

T & SS’ activities Contents 1. Vocabulary: - Teacher uses different techniques to - ceiling fan Quạt trần teach vocab (situation, realia) - poster ['poustə(r)] Áp phích quảng cáo - Follow the seven steps of teaching - fridge/ refrigerator Cái tủ lạnh vacab.

- cupboard: (translation) - Repeat in chorus and individually - cooker: picture - Copy all the words - ceiling light: (translation) - Answer the questions individually.

2. Grammar:

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- Individual work then ask them to write on the board.

- Other at the seats read their sentences.

- Teacher check with whole class.

2. Make the sentences in 1 negative: 1. There is not/ isn’t a sofa in the living room.

2. There aren’t two…

3. There aren’t posters…

4. There isn’t a ceiling…

5. There aren’t….

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- Individual work then ask them to compare their keys.

- Have some correct on the board. The T or the SS correct.

Eg: - There is a dog and two cats under the table.

- There is a book on the table. (singular) - There are students in the classroom. (plural) - There aren’t any teachers here. * Ta dùng động từ to be is /are phụ thuộc vào danh từ đứng kề ngay sau nó. * Form: Diễn tả sự tồn tại của người và vật. (+, -) There is (not) a/an/one + singular noun. (+, -) There are (not) two..+ plural nouns/es. (?) Is there any …?

Yes, there is/ No, there isn’t.

Are there (any) …?

Yes, there are/ No, there aren’t. * Practice: 1. Write is or are: Keys: 1. is 2. are 3. are 4. is 4. are

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- Have Ss look at the two pictures of the two rooms in the grammar. ? What does the second room not have? * Notes: We use “is” or “are” depending on the noun right after the verb “be”. * Teacher elicits model sentences from Ss then ask them to give the meaning of its use.

- Individual work.

- 2 Ss go to the board to write their sentences - Other students and teacher feedback.

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- Individual work then ask them to write on the board.

- Other at the seats read their sentences.

- Teacher check with whole class.

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- SS observe Mi’s kitchen and then complete the descrition.

- SS do individually then correct the whole class.

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- Ss practise asking and answering the questions in pairs - Teacher confirms the correct answers the write on the board if necessary.

3. Write positive and negative sentences.

1. There is (isn’t) a TV on the table.

2. There is (ins’t) a brown dog in the kitchen.

3. There is (isn’t) a boy in the cupboard.

4. There is (isn’t) a bath in the bathroom.

5. There are (aren’t) lamps in the bedroom.

4. Write is/ isn’t/ are/ aren’t in each blank to describe the kitchen in Mi’s house.

Keys: 1. is 2. is 3. are 4. are 5. are 6. is * Production: 5. Gap fill 1. Is there 2. Is there 3. Are there 4. Is there 5. Are there 6. In pairs, ask and asnwer the questions in 5.

Report your partner’s answers to the class.

A. Is there a cupboard in your kitchen?

B. Yes, there is/ No, there isn’t.

A. Are there four rooms in your house?

B. Yes, there are/ No, there aren’t. ………………….

- Teacher checks with whole class - Teacher goes around to observe Ss working.

4. Consolidation - Teacher gets students to ask their partners about their rooms or the room they like best in the house by answering the questions like this: (7. Work in pairs…)

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- Where is your room?

- What’s your favorite room?

- Is there a fridge in your room?

- Are there …?

- Ask SS to sum up the main knowdege of the lesson.

5. Homework - Prepare for the next lesson: Unit 2: Communication.

- Do exercise B4 (P.11) workbook. _________________________________________________________________________ Pre: 15/09/2018 Period 12: UNIT 2: MY HOME Lesson 4: Communication

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I. OBJECTIVES - Knowledge By the end of the lesson, ss will be talk about and describe houses, rooms and furniture.

- Vocab: Rooms and furniture lexical items - Skills: Speaking.

- Attitude: To teach ss the good attitude to & love the house & family.

- Competence: communication, cooperation, self-study II. PREPARATIONS - Material: Textbook, and lesson plan.

- Equipment: chalks.

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6A / 2. Oral test: - Do exercise A1, 2 (p.10), B2, 3 (P.11) workbook.

- Give the ways to proniunce s/es & some examples.

3. New lesson: T & SS’ activities Contents - I live in a house.

A. Warm up: Chatting T: Where do you live, in a house or in a flat? - There are.....

T: How many rooms are there?

- Yes, I do...

- There....

T: Do you have your own room?

T: What are there in your room?

T: OK. Do you want to talk about your house, your room? Please talk about it during - Ss review the usage of there is and there are, prepositions of place. our lesson today.

T: But first, do you remember the usage of there is and there are?

B. Presentation: I. New words I. Pre-Speaking: - Teacher uses different techniques to teach - bathtub: bồn tắm vocab (situation, realia) - villa ['vilə](n): biệt thự - Follow the seven steps of teaching vacab.

- stilt house (n): Nhà sàn * Checking technique: Slap the board - chimmey: ống khói - Repeat in chorus and individually - fireplace: lò sưởi

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- carpet: tấm thảm - cushion: đệm II. While speaking II. Practice - T give feedback, gets Ss to pay attention to 1. Gap fill the sentences’ structures.

Key: - Individual work 1. country 2. are 3. is 4. are - Ss learn samples of description.

5. on 6. next to 7. on 8. is 2. Finding differences: p21 - T models the conversation with students.

- Have Ss work in pairs. T gets some pairs to Nick’s house Mi’s house act out their conversations.

- a country house - a town house - Ss work in pairs then the others correct.

- 5 rooms - 6 rooms Example: - Two bathrooms - A bathroom T (look at Nick’s house): Nick lives in the - Two floors - Three floors country house. Where does Mi live?

- No hall - A hall Ss (look at Mi’s house): She lives in a town - A fireplace - No fireplace house.

T: How many rooms are there in Mi’s house?

S: There are six rooms. What about Nick’s house? How many rooms are there?...

3. Describe your house - T moves around to observe Ss working.

- Ss work individually to draw a simple - T helps the difficult words if necessary. plan of their houses.

- Ss work in pairs to tell each other about III. Post speaking their house.

- T calls some Ss to describe their friend’s - Other Ss listen and give comments. house to the class.

4. Describing your friend’s house SS practice describing their friend’ house.

4. Consolidation: - Teacher retells main points of the lesson.

5. Homework: - Prepare for the next lesson: Unit 2: Skills 1.

- Learn by heart all the new words - Do Ex C1, 2 (WB) _________________________________________________________________________ Pre: 16/9/2018 Period 13: UNIT 2: MY HOME Lesson 5: Skills 1

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- Copy all the words.

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I. OBJECTIVES - Knowledge By the end of the lesson students will be able to read for specific information about rooms and houses.

- Vocab: Furniture lexical items - Skills: Speaking & reading - Attitude: To teach ss the good attitude to & love the house & family.

- Competence: communication, cooperation, self-study II. PREPARATION - Materials: Textbook, and lesson plan.

- Equipment: chalks.

III. TEACHING PROCESS 1. Class settlement:

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2. Oral test: - Write the words on the board then read and make sentences.

- Do Ex C1, 2 (WB) - Describe the house they like.

3. New lesson: T SS’ s activities Contents A. Warm up: - T gets a student to describe the - Others listen and give comments. classroom to the class.

- T gives comments B. Presentation: I. New words I. Pre- reading - predict: dự đoán (translation) * Preteach the vocabulary - messy ['mesi] (adj) lộn xộn, bừa bãi - Elicit the words from SS. - design: thiết kế - Repeat in chorus and individually - title: tiêu đề - Copy all the words - topic: chủ đề * Checking technique: Slap the - Equipment (n): thiết bị board - shape (n): hình dạng - We are going to read about rooms Strange (adj): lạ - eagle: đại bàng in a hotel.

II. Read: 1. Look at the text (don’t read it). Answer the - Help SS to get information about questions. the crazy House Hotel, Da Lat & 1. It’s an e-mail. do exercises.

- Ask Ss to read the study skills 2. The title is “A room at the Crazy House Hotel, Da box. Ss quickly look at the text and Lat”. The topic is Nick’s weekend at the Crazy House Hotel. answer the questions.

3. SS’ answer: the nice weather, nice landscape, it’s very nice..

2. Read the text quickly to check your ideas from II. While - Reading - Let Ss read the text quickly again and check their ideas.

3. Ex3. Find things in the room.

- Teacher gives feedback.

1. No, he isn’t.

- Ss read the text in detail to 2. There are ten rooms. answer the questions, underline 3. Because there is a big tiger on the wall. parts of the e-mail that helps them 4. It’s under the bed. with the answers.

4. Are these things in the room?

A sofa - Have Ss do the exercise A window

A cupboard A shelf individually then compare in pairs.

A lamp A desk - Teacher checks the answers.

A poster A CD player A tiger

A cooker III. Speaking: 5+6

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- Each student creates a new for the hotel and draws a plan of the room.

III. Post-reading: - T goes around to observe Ss - Ss show the plan to a partner then describe their working. rooms in pairs.

- Others listen and vote for the best.

- T gets some Ss show their - Ss keep their plans for the next lesson. partners’ plans to the whole class.

4. Consolidation - Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 2: Skills 2.

- Learn by heart all the new words - Do Ex D1, 2, 3 (WB) - Practice speaking about their favorite room. _________________________________________________________________________ Pre: 18/09/2018 Period 14: UNIT 2: MY HOME Lesson 6: Skills 2

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to listen to get information about rooms and houses; write an e-mail to a friend.

- Vocab: Rooms and furniture lexical items - Skills: Listening & writing - Attitude: To teach ss the good attitude to & love the house & family.

- Competence: communication, cooperation, self-study II. PREPARATION - Material: Textbook, and lesson plan.

- Equipment: chalks, tape & CD player.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

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2. Oral test: - Write the words on the board then read and make sentences.

- Do Ex C1, 2 (WB) - Describe the house they like.

3. New lesson: T & SS’ s activities A. Warm up: Network:

Contents House

- SS remember the words they learn about the house and give out.

B. Presentation:

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chimmey fireplace wardrope bedroom

sofa….

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? What should you remember when writing each part?

- Have Ss to read nick e-mail (P.22) again and identify the parts in the email.

III. Writing: 1. An e-mail form: There are five parts 1. In the subject line: write briefly what the email is about.

2. Begin the e mail with greeting: Dear…, hi/ hello…

3. The introduction: ask about health, thank for the last/ previous email or reason to write this email.

4. In the body: Write subject of the email. Write each subject in each new paragraph.

5. The conclusion – the last paragraph. Closing marks: saying goodbye, asking your friend to write back, sending your regards to his/ her…

2. Read Nick’s e-mail again. Identify Subject, Greeting, Introduction, Body & Conclusion of the e-mail.

- Subject: weekend away - Greeting: Hi Phong - Introduction: How are you…czary.

- Body: Da Lat is….at home.

- The conclusion: You should… great.

3. Correct the e-mail. Rewrite the correct version.

From: mi@fastmail.com To: sophia@quickmail.com Subject: My house Hi Sophia, Thanks for your e-mail. Now I’ll tell you about

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- Ask Ss to read the Writing tips box. ? How many parts are there in an email to your friend? ? What are they?

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I. New words: - Elicit the words from SS then ask - comfortable: thoải mái/ tiện nghi them to write down in their notes and - conclusion: phần kết read (in chorus & individually) - paragraph: đoạn văn - include: bao gồm/ gồm có - send one’s regards to… chuyển lồ hỏi thăm sk - Check new word by R.O.R - identify: xác định - introduction: giới thiệu - capitalization: viết hoa II. Listening: 1. … Listen and draw the furniture in the - Ask Ss to look at the plan of the room correct place. and the furniture on page 23 and guess where to put the furniture.

- Play the recording.

- Let Ss listen sentence by sentence to check their guess.

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- Ask Ss to correct the e-mail in their notebooks.

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- After finishing, compare in groups.

- Give the correction.

- Ss work individually then compare in pairs.

- SS read and then write the correct version in the space provided.

- Go around to observe.

- Get one student to write the e-mail on

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the board. Other Ss and teacher my house. comment on the e-mail.

I live with my parents and younger brother in a town house. It’s big. There are six rooms: a - Collect some e-mail to correct at living room, a kitchen, two bedrooms and two home. bathrooms. I like my bedroom best. We’re moving to an apartment soon.

What about you? Where do you live? Tell me in your next e-mail.

Best wishes, - Get Ss to close their books. Write “P, Mi D” and “C” on the board.

4. Write an e-mail to Nick. Tell him about your ? What do these letters stand for? idea for the new room of the Czary House Hotel.

- P: Plan - Have Ss open their books and check. - D: Draft - C: Check From: nghiac2tandabv@gmail.com - T explains the process of writing and To: nick@yahoo.com asks Ss to do this task individually, Subject: Crazy House Hotel encourages them to go through all the Dear Nick, three steps.

Thank you for your e-mail. Now I am writing to tell you about my idea for the new room of the Crazy House Hotel.

It is a Cat room. There is a big statue of a cat against the wall in the right corner of the room.

In the middle of the room, there is a sofa and two armchairs. There is a table between the sofa and the two armchairs. The fridge stands in the left conner of the room. Next to the fridge, there is a bed. Opposite the bed, the is a shelf and the TV is on the shelf. I love this room very much.

What about you? Please tell me about your new room in your next e-mail.

Love, Nghia 4. Consolidation.

- Summarize the main points of the lesson.

5. Homework.

- Prepare for the next lesson: Unit 2: Looking back & Project.

- Do Ex E1, 2 (WB).

- Remember the parts of an e-mail & new words. _________________________________________________________________________ Pre: 18/09/2018 Period 15: UNIT 2: MY HOME Lesson 7: Looking back & Poject I. OBIECTIVES By the end of the lesson, students can: *Knowledge: Use words for types of houses, furniture and family, use prepositions to describe where things are, describe things using There is/There isn’t /There are/ There aren’t, describe where things are in a house.

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*Skills: Speaking, writing *Attitude: To teach SS to be hard- working and love their home and friends. *Competences: Communication, cooperation, self-study II. PREPARATION - Materials: textbook, pictures, visual aids.

- Equipment: tape + cassette player III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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2. Oral test: - S1 writes new words.

- S2 does exercise: E2 page 15- workbook.

3. New lesson: T & SS’activities Contents A. warm up: I. Vocabulary: 1. Put the words into the correct groups. Do you want to add any words ro each group.

- Have Ss work in 3 teams.

Types of Rooms Furniture building Country Living room Picture - Ss put the words in the right column Bathroom Sofa house which group complete first is winner.

Dishwasher Town house Attic - Give the correct answers for SS Chest of Apartment Bedroom checking.

Stilt house Kitchen drawers Desks Villa Hall (cottage, (dining room, Bed - Ask ss to add some more if having famhouse, guestroom, Cupboars time. utility room) Wardrope bungalow) (stool, …...)

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II. Grammar.

2. Make sentences. Use appropriate - Ask Ss to do this task individually then prepositions of place. compare their answers with a partner.

1. The boy is on the table.

- Have 3 Ss go to the board to write their 2. The dog is in front of the kennel. answers.

3. The cat is between the bookshelf and the - Correct mistakes. sofa.

- Repeat the words.

4. The cat is behind the computer.

- Get Ss to work in groups and add more 5. The girl is in the armchair. words to each group.

6. The boy is next to the armchair.

3. Complete the sentences using There - Ss do the Ex individually. is/There are/There isn’t/There aren’t.

- call some Ss to do it on the board.

1. There is 2. There are - Correct.

3. There is 4. There aren’t 5. There is 6. There aren’t

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4. Turn the sentences in 3 into questions.

1. Is there a clock on the wall?

2. Are there books on the bookshelf? .............

5. Write six sentences to describe your bedroom (at home) III. Communication 6. Work in groups. Take turns to draw a cat in the house below. Other students asl questions to find the cat.

A: Where is the cat?

B: Is it under the table?

A: No, it isn’t.

B: Is it on the sofa?

A: Yes, it is.

- Ss do Ex individually.

- Call some to do on the board.

- Correct.

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- Guide ss to do and then ask them to do at home.

- Ss do Ex individually then compare their answer with a partner.

- Call some to do on the board.

- T models the way to ask with one St. Ss work in groups and take turns to draw a cat in the house in the book. Other students ask questions to find the cat. T goes around and observe Ss working. T collect some common mistakes and discuss them with the whole class.

- Ask Ss to draw their strange house then use the picture to talk about the house at home.

- SS look at the houses and in pairs to IV. PROJECT ask and answer the questions: Which 1. Which house do you want to live in? Why? house do you want to live in? Why? - SS discuss about their own strange 2. Draw your own czary house. Tell your house. group about your house.

- Practice speaking in front of the class.

4. Consolidation - Summarize the main point of the lesson.

5. Homework - Prepare for the next lesson: Unit 3: Getting started. _________________________________________________________________________ Pre: 24/09/2018 Period 16: UNIT 3: MY FRIENDS Lesson 1: Getting started

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I. OBJECTIVES - Knowledge: By the end of the lesson, students can use the lexical items related to the topic “My friends”, use vocabulary and structures about personality, identify and practice the language of polite requests, guess the meaning of new words based on clues including pictures and surrounding words.

- Vocab: Adjectives for personality.

- Skills: Listening, reading, speaking, writing - Attitude: To teach SS to work hard, love their school and friends.

- Competence: Communication, cooperation, self-study.

II. PREPARATION - Materials: textbook, pictures, visual aids.

- Equipment: CD + cassette player III. TEACHING PROCESS 1. Class settlement:

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2. Oral test: - 2 ss tell about their favourite rooms.

3. New lesson: A. Warm- up - Ask SS to look at picture on page 26 (getting started) and answer some questions: How many people are there?

What are the boys doing?

What is the name of the magazine?

Where is the dog sitting?

- T introduces something to lead in the new lesson B. Presentation T & SS’activities Contents * Presentation - Teacher uses different techniques to * Vocabulary teach vocab (situation, mime) talkative ba hoa, nói nhiều shy e thẹn/ nhút nhát - Get Ss to repeat the words individually confident tự tin hard-working chăm chỉ, siêng năng - SS read aloud the words, T corrects. personality tính cách friendly thân thiện - Ask SS to check True/ False prediction True/ False prediction: 1. Mai & Chau are having a picnic.

2. Lucas is a friendly dog.

3. Mai has glasses and long black hair.

4. Mai and Chau are working on their school project tonight. * Practice.

5. Phuc is going to judo clib with his brother. * Set the scence: - T plays the recording for the first time 1. Listen and read while closing the books. The second * Check True/ False prediction: time, open the books and check.

1. F (Mai & Chau => Phong & Duy) 2. T ? Look at Phuc! What is he doing?

3. F (Mai => Chau) ? What are they eating and drinking?

4. T - Can you share any experiences of 5. F (Phuc => Duong) going on a picnic? a.

Put a suitable word in each blank.

Phuc and Duong are on a picnic. Listen 2. likes/ loves 3. friendly to the conversation to see what they are 1. picnic 4. Mai and Chau 5. glasses; long black hair talking about.

- Play the recording twice.

6. working on their school project - T checks with the whole class.

- SS work in groups of four. b. Polite requests and suggestions - Take notice of the pronunciation & Making and responding to a request: intonation.

A. Can you pass me the biscuits/ the biscuits - Ss refer back to the conversation to for me? find the phrases.

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- Get Ss to practise saying the phrases B. Yes, sure. together paying attention to intonation Making and responding to a suggestion: when asking questions. Ss role play, try A. Would you like to sit down? to extend the conversation in pairs.

B. Oh, sorry. We can’t.

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- Teacher demonstrates the game with a 2. Lucky Number student then asks Ss to play in pairs/ in 1. pass the pen 2. play outside three groups.

3. move the chair 4. listen to music 5. turn on the light 6. have a picnic - SS play lucky number.

- T explains and guides ss to play. * 1,3,5 ask for help: - SS practice in pairs.

Eg: A. Can you ________please?

- T helps if necessary.

B. Yes, sure/ of course. *2,4,6 make a suggestion: Adjectives of personality Eg: A. Would you like to _________?

- T writes on the board: “Thu is B. Yes, I’d love to …. confident”.

3. Adjectives for personality. ? What word comes after the subject?

- T makes some more sentences about Keys: 1. creative 2. kind 3. confident the class using “be + adj” 4. talkative 5. clever - Have ss read the Learning tip - et Ss to do the ex individually.

4. Complete the sentences.

- T checks with whole class.

1. am 2. is 3. isn’t 4. aren’t 5. is 6. are * Production: - Teacher asks Ss to complete exercise 5 - SS do at home and prepare for the next lesson at home after guiding. to talk about their friends’ personalities.

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4. Consolidation - Repeat some personality describing adjectives.

- Sum up the main contents of the conversation.

5. Homework - Prepare for the next lesson: Unit 3: A closer look 1.

- Do exercise B2, B3 (p.17) (WB).

- Learn by heart all new words, read the conversation smoothly. _________________________________________________________________________ Pre: 24/09/2018 Period 17: UNIT 3: MY FRIENDS Lesson 2: A closer look 1

I. OBJECTIVES - Knowledge: By the end of the lesson, students will be able to use the verb “HAVE” to talk about appearance description.

- Vocab: body parts and appearance.

- Pronunciation: pronounce correctly the sounds /b/ and /p/ in isolation and in context - Skills: Listening, reading, speaking, writing - Attitude: To teach SS to work hard, love their school and friends.

- Competence: Communication, cooperation, self-study.

II. PREPARATION - Materials: textbook, pictures, visual aids.

- Equipment: CD + cassette player

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III. TEACHING PROCESS 1. Class settlement:

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2. Oral test: - S1: writes new words - S2: does B3 in workbook (P17) 3. New lesson: A. Warm- up - Networds: foot

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- Have Ss match the words with the picture (Ex1 P.28).

- Play the recording to support Ss * Watch out! pronunciation. * Watch out Ss notice about irregular - foot - feet - tooth - teeth plural nouns.

- mouth - mouths 2. Create word webs - T: Some words go together (ex: long - long/short: legs, arms, tail, hair hair..) but some don’t (round + knee) - big/small: head, hands, ears, feet, eyes, nose - Teacher gives feedback.

- black/blonde/curly/straight: hair, fur - T explains some words go together: long - chubby: face, cheeks hair, round – face/ eyes…

- round/long: face - Write the words on board and allow ss to attach vocabulary cards to make matches.

II. Pronunciation: /b/, /p/

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3. Listen and repeat.

- Teacher has some Ss read out the words - Listen & repeat.

4. Listen and circle the words you hear. first. (Ex 3 P.28) 1. play 2. band 3. ponytail Note: /b/ is a voiced sound, /p/ is a voiceless sound.

4. brown 5. picnic 6. pretty 5. Listen. Then practise the chant. Notice the - SS read the words in pairs first.

- SS listen and do the task while listening. rhythm.

- Play the recording, ss listen and clap the hands to follow the rhythm.

- SS listen the tape again and then ask ss to chant along.

- Divide into 2 groups standing in two III. Grammar: Have for descriptions lines to sing.

6. Look at the cover page of 4teen magazine and make the sentences.

- T gets Ss to study the grammar box Eg: She has a round face. quickly (P.28). T explains to Ss. - He has a big nose.

- T goes around and checks.

- She has short hair.

- T checks with whole class 1. Does she have short hair?

- Play the recording twice.

- No, she doesn’t.

- Check with whole class 2. Does Harry Porter have big eyes?

- Correct if necessary.

3. The dog has a long tail.

- Individual work.

4. And you, do you have a round face?

- Listen and check.

- Yes, I am/ No I am not.

7. Listen and match.

Keys: Phuc: c Duong: a Mai: b 8. … Listen and check.

1. has 2. is 3. has 4. is 5. has 6. is 4. Consolidation - Repeat some personality describing adjectives in groups and repeat some sounds /b/, /p/.

- Sum up the main contents of the conversation.

5. Homework - Prepare for the next lesson: Unit 3: A closer look 2.

- Do exercise A1, 2 (p.16), B1, 4 (P.17) in WB. - Learn by heart all new words, read the conversation smoothly. _________________________________________________________________________ Pre: 25/09/2018 Period 18: UNIT 3: MY FRIENDS Lesson 3: A closer look 2 I. OBJECTIVES - Knowledge: By the end of the lesson, students will be able to use the present continuous to talk about future plans and arrangements; make and respond to a suggestion.

- Grammar: The present continuous; “Would you like to..?”

- Skills: Listening, reading, speaking, writing - Attitude: To teach Ss to be polite and love their friends.

- Competence: Communication, cooperation, self-study.

II. PREPARATION - Materials: textbook, pictures, visual aids.

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- Equipment: CD + cassette player III. TEACHING PROCESS 1. Class settlement: Absence Attendance

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1. Listen again to part of the conversation: * New words: - future plan: kế hoạch tương lai - take/ have a rest/ rest: nghỉ ngơi.

- barbecue: món thịt nướng - decide: quyết định - prepare: chuẩn bị - would like/’d like: muốn…

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2. Oral test: - S1: writes new words - S2: does B3 in workbook (P17) 3. New lesson: A. Warm- up: Alphabet game Eg: A - act, ask / B - buy, bring ....

B. Presentation: Teacher & SS’ activities A. Warm up: Slap the board.

- T writes some words on board and have ss play in groups. Which group slap more will be the winner.

- Ask Ss to repeat the usage of the present continuous tense.

B. Presentation: - Use the techniques to teach ss to remember the new words (Translation - T writes them on board, ss listen then repeat.

- Have SS read in chorus then some repeat aloud in front of the class.

- Check R.O.R (rub out & remember)

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- Ask SS to recall what happened in he conversation in Getting started (focussing on the used verbs).

- Play the tape and ask SS to listen & follow the conversation on page. Play the tape again and ask SS to underline all the verbs.

- Use the grammar box to help T explain “ing” to describe the action happening now/ at the speaking time & plans for the future.

- Point out contextual clues as adverbs: this../ tomorrow/ tonight/ today… & point out the ways to add ing after the verb having “e” like: coming/ writing/ driving/ riding…

* The present continuous tense for future.

S + be + V-ing… * To talk about the future plans.

- They're coming over.

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

- I'm going to the judo club with my brother.

- I'm visiting my grandma and grandpa S1: Would you like to go to my party on Saturday?

S2: I’d love to. / Oh, I’m sorry, I can’t.

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2. Now, underline… write them in the table.

Eg: 1. I’m not coming tonight. I’m busy.

2. Tomorrow, I’m not playing football with my teacher.

3. This evening, they’re watching a film.

Actions now Plans for future They are - I’m going to the judo club with coming over my brother.

- I’m visiting my grandma and grandpa.

3. Write the sentences about Mi’s plans for next week… future.

1. she (take) is taking a test.

2. She isn't going to the cooking class.

3. She is visiting the museum.

4. She is having a barbecue with her friends.

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- SS find the sentences in the conversation to put in the table (SS explain their choices)

- Ask SS to complete 3 individually.

Remind them to pay attention to the “be” verb and to the spelling of the verbs ending in “e” such as take.

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- Ss work in pairs.

- Go round and correct the mistakes 4. Sort … Write N (Now) or F (Future) or give help when necessary.

Keys: - Ss write the sentences individually 1. N 2. F 3. N 4. F 5. F 6. N then go to the board to write their sentences 5. Game: Would you like to come to my party?

- Other Ss and T feedbacks - T asks Ss to read the 6 sentences to Go around the class and invite freinds to go to do the task. the party you have decided. How many people - Ss compare their answers , then give can come to the party? teacher their answers.

Example: - Correct.

P1: Would you like to come to my party on - Asks to choose the day of the week Friday? that they plan to: P2: I'd love to + have a party.

(Oh, I'm sorry I can't. I'm going ... + prepare for the class project + go swimming 4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 3: Communication.

- Do exercise B5, B6, C1 (p.18) in WB. - Learn new words by heart. _________________________________________________________________________ Pre: 29/9/2018 Period 19: UNIT 3: MY FRIENDS Lesson 4: Communication

I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use the lexical items related to the topic “My friends”, use the present continuous to talk about future plans and arrangements, talk about oneself and others’ personality.

- Vocab: Adjectives of personality....

- Grammar: The present continuous for future meaning.

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- Skills: speaking skill.

- Attitude: To teach ss to love & be friendly with their friends.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks.

III. TEACHING PROCESS 1. Class settlement: Absence Teaching date

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2. 15-minute test: 1. Write: (5 pts) - 15 nouns for parts of body: - 5 adjectives for personality: 2. Put the words in the right columns: (2 pts) Club, glasses, laughs, home, erasers, stops, post, come, pictures, watches, teacher /əu/ /ʌ/ /z/ /s/ /iz/ ………. ……….. ………… …………. ………. ………. ………. ……….. ………… …………. ………. ………. ……….. ………… ………….

3. Rewrite the sentences without changing their meanings: (3 pts) 1. I don’t have a bookshelf in my bedroom. => There …………………………………….

2. The cat is in front of the microwave. => The microwave ……………………………

3. My favourite room in the house is the kitchen. => I like …………………………

3. New lesson: A. Warm up: - T. asks Ss to look at the picture and guess what the picture are about. => The picture is about the animals, each animal is for a year. (star sign)

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B. Presentation: Teacher & SS’ activities Contents - Teacher uses different techniques to I. Vocabulary teach vocab (situation, realia) - choir (n) /kwaɪə(r)/ : dàn hợp xướng - curious (a) /’kjʊəriəs/ : tò mò - Follow the seven steps of teaching - responsible (a) : trách nhiệm vacab.

- reliable (a) /ri’laɪəbl/ : đáng tin cậy - active (a) /’æktiv/ : năng động - T reads and then SS repeat. Ask 3-4 - patient (a) /’peiʃənt/ : kiên nhẫn, điềm tĩnh SS to read aloud.

- caring (a) : chu đáo - SS copy in their notebooks.

- description(n) : sự miêu tả.

- firework competition (n): cuộc thi bắn pháo - Checking: R.O.R. hoa - greyhound racing (n): đua chó - field trip (n): chuyến đi thực tế - temple (n): đền chùa - volunteer (n) /vɒlən’tiər/ : tình nguyện viên - inde’pendent (a): độc lập - freedom-loving (a): yêu tự do II. Speaking.

Pre: 1. Read this page from 4teen magazine.

- T asks Ss to look at the picture and * Adia: Yobe, Nigeria - Birthday: 15/5 guess where they are from and what * Vinh: Danang, Viet Nam - Birthday: 7/12 their names are/ how they might be. * John: Cambridge, England - Birthday: 26/2 - T reads first, SS listen. * Tom: New York, USA - Birthday: 19/1 - Ask some SS to read aloud. * Noriko: Sakai, Japan - Birthday: 21/8 2. Find the Star sign...personalities... correct?

- Aries-sao Bạch Dương: Independent, active, While: - Ask Ss to read the page to understand freedom-loving - Taurus-Sao Kim Ngưu: Patient, reliable, hardthe detail individually then compare working what they have got with their friends.

- Gemini-Song Tử Talkative, curious, active - Cancer-Con Cua: Sensitive, caring, intelligent - SS review the star descriptions ffor - Leo-Sư Tử: Confident, competitive, creative their own signs (use the tick & cross) - Virgo-Xử Nữ: Careful, helpful, hard-working - Let Ss read the star sign descriptions - Libra-Thiên Bình: Talkative, friendly, creative - Scorpio-Hổ Cáp/ Bọ cạp: Careful, responsible, and find out which personalities each curious person in 4 Teen has.

- Sagittarius-Nhân Mã: Independent, freedomEg: Adia: Taurus loving, confident Vinh: Sagittarius - Capricorn-Ma Kết: Careful, hard-working, serious.

- Aquarius-Bảo Bình: Friendly, independent, freedom-loving.

- Pices-Song Ngư: Kind, helpful, creative.

3. Look for your star sign. Do you agree with - Ask if Ss agree or disagree with the the description? descriptions.

- Ss discuss with their partner.

- Listen and share the ideas.

Post:

- SS practise speaking in pairs.

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- SS play a line game: SS have to arrange themselves in order of birthdays.

- Support them by reviewing months, dates and giving a question and asnwer what they can use.

- Ask SS to give out their friends’ star signs.

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4. Think about your friends’ personalities.

What star signs do you… if you are correct!

- Independent: Tuan is very independent boy. He likes to do things by himself, he does not like to connect to other people.

- Curious: Mai strongly wants to know about everything. She always tries to find out the answers to every question. She is a curious person.

- Freedom-love: Nobody can stop him to do what he likes. He is very freedom-love person.

-Responsible: When Vy does a job, she spends all her time taking care of it and never blamea anyone if it goes wrong. She is such a responsible girl.

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4. Consolidation: - Repeat the personality describing adjectives.

5. Homework: - Prepare for the next lesson: Unit 3: Skills 1.

- Do exercise C2, 3 & D1 (p.19) in WB. - Learn the new words by heart. _________________________________________________________________________ Pre: 01/ 10/ 2018 Period 20: UNIT 3: MY FRIENDS Lesson 4: Skills 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to read for specific and general information in texts including advertisements and e-mails.

Vocab: Adjectives of personality....

Grammar: The present continuous for futurre meaning.

- Skills: Speaking and reading skills.

- Attitude: To teach ss to love & be friendly with their friends.

- Competences: Communication, cooperation, self-study.

II. PREPARATIONS - Material: Textbook, and lesson plan.

- Equipment: chalks.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 2. Oral test: - Do exercise C2, 3 & D1 on board, others observe and comment.

- Write the new words by heart on board.

- Tell something about their friends’ personalities, others interview.

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Contents - SS answer and guess.

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I. Vocabulary - scary: sợ hãi kéo dài - last (v): - attach (v): dán/ gắn kết/ đính kèm - campfire (n): đêm lửu trại - treasure ['treʒə] (n): châu báu, điều quý giá.

- hunt (n, v): săn tìm - field trip: chuyến tham quan học tập/ NC

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II. Reading: 1. Read the advertisement and choose the best answer.

1. b. 10-15 2. c. mountains 3. a. three

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3. New lesson: Teacher & SS’ activities A. Warm up: - Show SS the backpacks, shoes tents… and ask SS when we use those in order to lead the new lesson.

B. Presentation: Pre: - Teacher uses different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vacab.

- T reads and then SS repeat. Ask 3-4 SS to read aloud.

- SS copy in their notebooks.

- Remember words by “slap the board” Prediction - Ask Ss to look at the pictures on the textbook, look at the title then make prediction about the reading.

- Ask Ss to read the advertiseme`nt and do ex 1.

- Explain any words that Ss do not know.

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-Ss quickly look at the text then answer the questions.

- Explain the features of e-mails: format, greeting, ending.

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- Ss do the activity 4 then compare their answers with the partner.

- T checks the answers

III. Post-reading * Speaking.

-Ask Ss to make their own schedule

3. Read and answer the questions.(Ex2) 1. Is the text a letter, an e-mail or a blog?

2. What is the text about?

3. Is Phuc enjoying himself?

Key: 1. an e-mail 2. A stay at Superb summer Camp.

3. Yes, he is.

4. Read the text again then write T/ F (Ex3) 1. Phuc is writing to his teacher.

2. Phuc has four new friends.

3. Phuc thinks Nhung is kind.

4. Phuc likes scary stories.

5. In the evening, the kids are playing inside.

6. They are working on a milk farm tomorrow.

7. The children can speak Vietnamese at the camp.

Key: 1. F (He’s writing to his parents) 2. F (He has three) 3. T 4. F (He hopes it isn’t too scary) 5. F (They are having a campfire and telling stories) 6. F (They are visiting a milk farm) 7. F (They speak E only)

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then report their results to the class - T goes around to observe Ss working.

II. SPEAKING. * Make your own English camp schedule Morning

Afternoon

Day one Day two

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Day three

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4. Consolidation - Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 3: Skills 2.

- Learn by heart all the new words - Do Ex D1, 2, 3 (WB) _________________________________________________________________________ Pre: 04/10/2018 Period 21: UNIT 3: MY FRIENDS Lesson 5: Skills 2

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I. Objectives: By the end of the lesson, students can: *Knowledge: Use the present continuous tense to talk about future plans and arrangements, listen for specific ideas about activities at camp, write an entry for a magazine. * Skills: Speaking, writing *Attitude: To teach SS to be hard- working and love their home and friends *Competences: Language using, self-study, cooperation.

II. Preparations: - Material: textbook, pictures, visual aids.

- Equipment: CD + cassette player III. Teaching process: 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 2. Checking the old lesson: - S1: Does D2- workbook page 20 - S2: writes new words.

3. New lesson: A. Warm- up: Matching: Ask SS to look at the pictures on page 33- textbook to match with these activities hiking; skiing; visiting a milk farm; playing traditional games taking part in a cooking competition; playing beach volleyball taking a public speaking class; riding a bike; taking part in an art workshop B. Presentation:

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MAIN CONTENTS I. New words - compe’tition (n) : cuộc tranh tài - ‘workshop (n) : phân xưởng - tra’ditional (adj) : truyền thống - ‘public (n) : công cộng - (to) take part in = to join= to par’ticipate in : tham gia - beach ‘volleyball (n) : bóng truyền bãi biển - u’nique dish (n) : món ăn độc đáo

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T AND SS’ ACTIVITIES Activity 1: Teaching vocabulary *Aims: Ss know how to read new words, get their meanings. *Process: Teach vocabulary: translation/ example/ pictures/ synonym.

- SS: listen and repeat in individual first then the whole class.

- Call 3- 4 SS to read the words again.

Checking: rub out and remember *Conclusion: Almost all the students know new words and how to use them.

Activity 2: Listening *Aims: To help SS to listen to the tape and complete the listening tasks about the activities at the Superb Summer Camp. *Process: +Pre listening: - Ss look at the photos on page 33 and choose the words in the box to fill in the table. + While listening.

- T plays the tape twice and SS to work individually to do the task.

- Feedback.

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II. Listening 1. What do you see in the photos?

Choose the words in the box to fill in the table. Then listen and check. a hiking b taking part in a cooking competition c skiing d visiting a milk farm e taking part in an art workshop f riding a bike g taking a public speaking class h playing beach volleyball i playing traditional games 2. Decide which activities are more - Ss work in pairs and refer to the content of the likely to happen at the camp and advertisement. Talk about the activities that are which are not. more likely to happen at the camp and which are Activities that may happen at the not. Then explain why they think so.

Superb Summer Camp: a, b, d, e, f, g, i Activities that may not happen at the Superb Summer Camp: c, h (because the camp is in Ba Vi mountains) - Ss listen to the record ( twice) and fill in the 3. Listen to Mr Lee talking on the table to do task 3. phone - Feedback.

Morning Afternoon + Post- listening: Day doing a visiting a milk - Ask SS to look at the table in task 3 and retell 2 treasure farm and the activities in the trip. hunt taking part in *Conclusion: Almost all the students can the public complete the exercise. speaking class.

Day taking having a pool 3 part in the party ‘Kids Cook’ Contest

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III. Writing * Study Skill

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4. Write for 4Teen magazine about your plans this weekend with your friends.

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Activity 3: Writing *Aims: Ss know how to write an entry for 4Teen magazine. * Process: - Look at the Study Skills and read it carefully.

- T explains some words to help SS to understand the Study Skill.

- Show an entry from a magazine to inspire SS. - Encourage SS to extend the brainstormed notes into full sentences.

- Ss work in groups and use the suggestion to write for 4Teen magazine about your plans this weekend with your friends on A3 papers.

- Feedback.

- Ask SS to stick their writing on the board and check. *Conclusion: Students can write the entry for 4Teen magazine

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4. Consolidation: - Retell the main content of the lesson: the present continuous tense for future; write an entry for a magazine.

5. Homework - Learn new words by heart - Do exercises: E1+ E2 page 20, 21- workbook.

- Complete the writing: write an entry for a magazine.

- Prepare: UNIT 3: Looking back + project - Page 34+35- textbook. _________________________________________________________________________ Pre: 04/10/2018 Period 22: UNIT 3: MY FRIENDS Lesson 6: Looking back & Project I. Objectives: By the end of the lesson, students need: *Knowledge: - Revise all vocabulary and grammar that appear in unit 3.

- Talk about or describe their friends: appearance, personality…. *Skills: Speaking, writing *Attitude: To teach SS to be hard- working and love their home and friends. * Competences:Describing personal appearance and characteristics; talking about plans.

II. Preparations: - Material: textbook, pictures, visual aids.

- Equipment: tape + cassette player III. Teaching process: 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 2. Checking the old lesson:

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- S1: Does E1- workbook page 20 + 21 - S2: writes new words.

3. New lesson: A. Warm- up: Brainstorming:

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Personalities

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B. Presentation: T AND SS’ ACTIVITIES MAIN CONTENTS Activity 1: Revising vocabulary ( 8 minutes) *Aims: To help SS to revise vocabulary.

I. Vocabulary * Process: 1: Write the correct words on the - T. divides class into two groups. faces.

- Ss work in groups and write the correct words on the face.

- Students of groups go to the board and put the words with the correct group.

- T gives the remarks.

- T explains that Haiku is a traditional form of Japanese poetry. There are 3 lines in a Haiku: the - Smile face: creative, funny, first and the last lines have 5 syllables and the confident, hardworking, kind, middle line has 7 syllables. The lines rarely clever, talkative, sporty, patient.

- sad face: boring, shy, serious. rhyme.

- T reads the Haiku in the textbook. Ask Ss to 2: Make your own Haiku count the syllables in each line. And then My skin is so soft. encourage Ss to create their own Haiku.

My eyes are black and very big.

- SS work in group of 3 to exchange their poems This is me, I’m Nhung! (without SS’ names) and guess the poem describes which person. *Conclusion: Ss can complete the exercises.

Activity 2: Grammar *Aims: To help SS to practice grammar and II. Grammar vocabulary by completing task 3 & 4.

3. Game: Who’s who?

Group: Who is it? *Process: - Ask Ss to work in group and choose a A: He is tall. He has glasses. He is member of group and write a short talkative. He is creative, too. He isn’t shy. description of him/ her.

B: Is it Quang?

- Demonstrate the activity with the class.

A: Yes. - Ss work in pairs to complete the dialogue. …………..

(Task 4) - Ss work in pairs 4. Complete the dialogue - T. calls Ss to write their answers on the A: What are you doing tomorrow?

B: I’m meeting some friends. We are board going to Mai’s birthday party. Would - T. checks SS’ answers *Conclusion: Almost all the students can you like to come? complete the tasks.

A: Oh, sorry, I can’t. I’m playing football.

B: No problem, how about Sunday? I’m

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watching a film at the cinema.

A: Sounds great!

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Activity 3: Speaking *Aims: To help SS to practice speaking skill III. Communication by completing the task 5.

5. Work in pair to ask and answer *Process: about the schedules.

- Ss work in pairs, Student A look at the schedule on page 34, Ex: Student B look at the schedule on page 35.

A: What are you doing tomorrow?

T. calls some pairs practice before class.

B: I’m playing football with my friends.

- Correct and give marks …………………………………………. *Conclusion: Almost all the students can complete the tasks.

Activity 4: Production *Aims: To help SS to make a class yearbook.

IV. Project *Process: My class yearbook - Show the class some examples of yearbooks.

- Explain what a yearbook is and why SS like to make them.

- Discuss the appearances and the descriptions of the examples.

- Discuss how SS can make their yearbook pages look interesting (use photos/ coloured paper….) *Conclusion: Almost all the students can know how to make a yearbook..

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4. Consolidation: - Retell the main content of the lesson: the present continuous tense for future plans; vocabulary about personality, appearance…..

5. Homework: - Learn again the present continuous tense for future plans and vocabulary about personality, appearance…..

- Do exercises: E3 page 21- workbook - Prepare: REVIEW 1 Page 36+37- textbook. _________________________________________________________________________ Pre: 02/10/2016 Period 23: REVIEW 1

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II. Preparations: - Materials: - A list of grammar and structures from unit 1 to unit 3.

- Some ex. and their keys.

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MAIN CONTENTS.

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I. Language.

1. Pronunciation.

Ex 1: Odd one out.

1.d 2.c 3.c 4.a 5.b Ex 2: Write the name of the school things and funiture in the house which begin with /b/ and /p/. /b/: book, bag, bed.... /p/: pen, pencil, picture, poster...

2. Vocabulary Ex3: Complete the words 1. English 2. homework 3. lunch 4. sports 5. badminton 6. phycis 7. lesson 8. judo Write the words in the correct group.

Play: sports, badminton Do: homework, judo Have: lunch, physics, English, a lesson Study: lesson, English, physics Ex 4: Do the crossword puzzle.

1. wardrobe 2. dining room 3. living room 4. hall 5. apratment 6. poster Ex 5: Choose the correct words: 1. quiet 2. shy 3. hard- working 4. patient 5. sporty 3. Grammar Ex 6: Complete the sentences.

1. is raining 2. do you have 3. am not going out/ am doing 4. likes/ is 5. is Ex 7: Complete the description with the

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*Aims: Ss review all the pronunciation, vocabulary, main grammar and everyday English they’ve learnt from Unit 1-3 + Pronunciation.

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- Ask sts to exercises 1 and 2 individually - T goes around the class to help weak sts - get feedback + Vocabulary - Ask sts to do exercise 3 in pairs.

- give feedback

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Let sts do this ex by playing game Get sts to work individually + Grammar - Ask sts to repeat the two tenses they have learnt: present simple and present continuous - Ask sts to write the form on the board

Absence Permission Non permission

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- Equipment: extra boards.

III. Teaching process: 1. Class settlement: Period Teaching date Class order 6A 6B 6C 6D 2. Oral test: - During the lesson.

3. New lesson: A. Warm- up: - Sing a song: One little finger.

B. Presentation: T AND SS’ ACTIVITIES.

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- Have sts do exercise 6, 7 correct form of the verbs “be” and “have” Ask Ss to read the text carefully and 1. is 2. isn't 3. doesn't have pay attention to the hints.

4. is 5. has 6. are 7. is 8. is - individually * Conclusion: - Ss can remember and understand the use of these structures.

4. Consolidation: Correct the ex. if necessary.

5. Homework: - Do exercise 8,9 in textbook + Test yourself (exercise 1->4) – page 22-> 24 workbook.

- Revise the present simple tense and present continuous tense. _________________________________________________________________________ Pre: 07/10/2018 Period 24: REVIEW 1

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I. Objectives: By the end of the lesson, students can: *Knowledge: Revise the languages Ss have learnt and the skills they have practised since Unit 1. Do some exercises about four skills. *Skills: Speaking, writing, listening, reading: *Attitude: Know the importance of revision and need to study harder. *Competences: Do the exercises well.

II. Preparations: - Material: - A list of grammar and structures from unit 1 to unit 3.

- Some ex. and their keys.

- Equipment: CD, stereo.

III. Teaching process: 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 2. Oral test: - During the lesson.

3. New lesson: Contents Teacher & SS’ activities A. Warm up.

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- What are the parts of an e-mail?

- T checks and gives feedback.

B. Presentation.

- Ss do individually and check their

- Write the parts of an e-mail. + subject + greeting + introduction + body + conclusion A. Reading 1. Choose A, B, C or D for....below.

Key: 1A 2C 3C 4B 5A

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6B

2. Read the text and answer the questions.

Key: 1. It is in a quiet place not far from the city centre.

- T checks Ss’s answers.

2. They are hard-working and serious.

3. They are helpful and friendly.

4. There are five clubs.

- T helps weak SS if necessary.

5. Because it is a good school.

B. Speaking: 3. Interview two classmates. Ask them what they like and dislike about your school and the reasons why. Write their answers in the table and report them to the class.

- Ask and answer about what they like what he/she what he/she and dislike about the school and the likes + reasons dislikes + reasons first the T and SS, then SS-SS reasons or in groups or in pairs.

Classmate I like my I dislike A teachers because …..because they are friendly ……

- T helps if SS need any help. and kind…

Classmate B C. Listening.

4. An and Mi are talking on the phone.

Listen and circle the parts of the house.

- Ask Ss to listen the recording twice to Key: 1. kitchen 2. garden get the whole necessary information.

3. living room 4. bedroom.

5. Listen again and answer the questions.

Key: - Ask Ss to scan the questions and then 1. She is watering the plants in the gadern. listen to the recording twice to answer 2.He is listening to the radio. the questions individually then 3. He's in Mi' bedroom. compare their answers with their 4. She is watching TV. partner before giving out their answers. D. Writing.

6. Write an e- mail to your friend. Tell him/ her about a family member. Include this information.

- T guides SS how to write.

- Ask Ss to write an e- mail individually 1. Who the person is.

2. How old he/she is. then write it on board.

3. What his/ her job is/was.

- Others and T comment the e-mail on 4. What he/she likes doing. board.

5. What he/she does for you.

4. Consolidation.

- Teacher sumarises and revises the main knowledge of unit 1, 2, 3.

5. Homework.

- Do the last exercises in WB. - Review unit 1, 2, 3. _________________________________________________________________________

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answers with a partner before giving their answers to T confirms the correct answers.

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Pre: 09/10/2018 PERIOD 25: TEST 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use and apply the language knowledge that they have learnt since unit 1 to 3 to do the tasks confidently and independently; check Ss’ knowledge to - Grammar: The simple present & present continuous for future meaning, ways to describe personalities and appearance.

- Skills: speaking, listening, reading & writing skills.

- Attitude: Know the importance of the revision and encourage SS to study harder. *Attitude: Teach Ss tobe strict and honest *Competences: Being able to do the exercises well.

II. PREPARATION - Materials: Lesson plan, Test & keys - Equipment: CD, stereo Questions: (Attached later) III. TEACHING PROCESS 1. Class settlement Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

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2. Oral test: 3. Written test: The 45 minute test.

4. Consolidation: - Collect the papers.

- Remark the test 5. Homework: - Review the grammar.

- Prepare unit 4 (Getting started) _________________________________________________________________________

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Pre: 19/10/2018 Period 26:

UNIT 4: MY NEIGHBORHOOD Lesson 1: Getting started

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to listen to specific information about directions to some places in a neighborhood; talk about different places and show directions to these in a neighborhood.

- Skills: Listen to the conversation among Phong, Khang, Nick and Girl and understand what they are talking about.

Read the dialogue among them and put the actions in the correct order.

Speak about suggestions and give directions.

- Attitude: Encourage SS to find out more about their neighborhood and love it more..

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: - Textbook, and lesson plan.

- Equipment: chalks & disc-radio.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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A. Warm up: Kim’s game

- Group work

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- T gets Ss to look through the picture and remember some things in it.

I. Getting Started.

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B. Presentation: - Teacher sets the scene by asking Ss about the picture: Where are Nick, Khang and Phong?

What might be happening to them?

What are they doing?

Have you ever got lost?

Where and when?

How did you feel then?

What did you do?

- Elicits the new words using pictures and explanation + Check vocabulary: R O R - Ask some wekk read ss to read individually and then in chorus.

- T checks the pronunciation.

I. Vocabulary: - historic (a): cổ kính/ xưa, thuộc LS - lost (a): lạc, bị lạc - memorial (n): Đài tưởng niệm - cathedral (n): Nhà thờ lớn - decide: quyết định - arrive at/ in: đến nơi - it’s my pleasure: k có gì/đó là vinh hạnh …

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3. Match the places below with the pictures.

Then listen, check and repeat the works.

1 E, 2 H, 3 F, 4C, 5 G, 6 A, 7 B, 8D

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- Ss match the picture with the places in groups.

- Correct.

II. Practice: 1. Listen and read. a. Read and put the actions in the corrct order.

Key: 2 – 5 – 3 - 4 – 1 - 6 b. Making suggestions.

1. a. Where shall we go first? b. Let’s go to “Chua Cau” 2. a. Shall we go there first? b. Ok, sure 3. a. Shall we go by bicycle? b. No, let’s walk there 2. Work in pairs. Role-play making suggestions.

Form: Shall we + V-inf....?

Oh, sure/ No, let’s + V...

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- Ask Ss to listen the recording twice and read the conversation.

- T helps if ss have any problems in the listening.

- Ss work independently. Allow them to share answers before discussing as a class.

- Tell Ss to refer back to the conversation to find the phrases.

Practice saying them together (play the recording again as a model if necessary) - First, model the role - play with a more able St. - Ask pairs to role- play the short conversations before demonstrating the class.

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4. Think about where you live Ex: A: Is there a theatre in your neighbourhood?

B: Yes, There is/ No, There isn't 5. Match the instructions in the box with the pictures.

1. Go straing on.

2. turn left at traffic lights.

3. Go past the bus stop.

4. Take the first turning on the left./Take the first left.

5. Go to the end of the roard.

6 Go along the street.

7 Cross the street.

- Demonstrate the game to the class 6. Game : Give your partner directions to first. Ask a more able S to help. Then Ss one of the places on the map, guess then play in pairs swap EX; A : Go straight. Take the second turning on theleft. It's on your right.

B: Is that the art gallery?

A: Yes, it is/ No, try again - First, model these activities with a more able Ss. Ask Ss to work in pairs.

Call some pairs to practise in front of the class.

- Have Ss quickly match each instruction with the diagram. Check their answer. Ask some additional questions (good students)

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4. Consolidation - Teacher gets students to repeat the main knowledge of the lesson.

5. Homework - Prepare for the next lesson: Unit 4: A closer look 1.

- Practise reading the dialogue fluently.

- Learn by heart all new words. _________________________________________________________________________

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Pre: 19/10/2018 Period 27:

UNIT 4: MY NEIGHBORHOOD Lesson 2: A closer look 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to pronouce correctly the sounds /i:/ and /i/ in isolation and in context; Use the lexical items related to the topic “My neighbourhood”.

- Vocab: Words to describe a neighbourhood.

- Grammar: “be” for descriptions.

- Skills: Listening - Attitude: Encourage SS to find out more about their neighborhood and love it more.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks & disc-radio.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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2. Checking the old lesson: - SS write the new words on board - Others read the conversation again and asnwer T’s questions.

3. New lesson: T & SS’ activities Contents Directions: go straight A. Warm up: Brainstorming Turn left/ right ….

B. Presentation: I. Vocabulary - Teacher uses different techniques 1. Fill in …Listen, check and repeat the words: to teach vocab (situation, realia) - narrow: hẹp - Follow the seven steps of teaching - Fantastic (adj): tuyệt vời, tuyệt diệu vacab.

- convenient (adj): tiện lợi polluted (adj) >< unpolluted: bị ô nhiễm - Repeat in chorus & individually - noisy >< quiet/ peaceful: yên bình, thanh bình - Copy all the words - boring >< interesting/ exciting - Ask ss to read individually and then in chorus.

- Play tape and ask ss to check the "Watch Out": Sometimes words can have two correct words. or more opposites: noisy- quiet/ peaceful. some - Answer the questions individually. words don't have opposite : polluted 2. Now, match the adjectives from the box in 1 - Individual work then compare in with their opposites below. pairs Exciting > < boring - Explain the contents in "Watch Peaceful/ quiet > < noisy out!" carefully to the Ss. T may take some more examples to illustrate. Modern > < historic

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Ask Ss to do the vocabulary exercise Inconvenient > < convenient individually. Check with the whole Wide > < narrow class. When checking, ask Ss to Terrible > < fantastic refer to 1 to make the meanings of the opposites clearer to them

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- First model this activity with an advanced student. Remind Ss that 3. Work in pair....the words in 1 & 2 to help you. they only use the adjectives they Ex: A: Is your neighbourhood polluted?

B: No, it isn't have learnt in 1 and 2 to talk about A: Is it peaceful? their village, town or city. Then Ss B: Yes, it is work in pairs.

- Call some pairs to practise in front of the class.

II. Pronunciation: /i:/ and /i/ 4. Listen and repeat…/i:/ and /i/ - T asks some Ss to read out the exciting cheap historic sleepy expensive words first, then plays the recording convenient peaceful police for them to listen and repeat the noisy friendly words. /i:/ /i/ - Ss listen & distinguish /i:/, /i/ cheap, sleep historic exciting - T asks Ss to circle the words while peaceful convenient expensive noisy they listen. police friendly - Ss compare their answers in pairs before T checks their answers with 5. Listen …and circle the words you hear. the whole class Key. - Play the recording. Ss listen and 1. living 7. teams repeat sentence by sentence.

2. heat 8. chip - Help them to recognize the sounds 3. seats 4. sheep and the rhythm.

5. tins 6. mill - Ss practise the chant by dividing 6. Listen and repeat the chant. Notice the the class into two groups. sounds /i:/ and /i/.

Have groups sing alternate lines 4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson Unit 4: A closer look 2.

- Do exercise A1, 2 (p.26), B1, 2 (P.26, 27) workbook. _________________________________________________________________________ Pre: 21/10/2018 Period 28: UNIT 4: MY NEIGHBORHOOD Lesson 3: A closer look 2

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use comparative adjectives to compare things in their neighbourhood.

- Grammar: Form of short and long adjectives of comparative.

- Skills: speaking, reading and writing.

- Attitude: Encourage SS to find out more about their neighborhood and love it more.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS

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- Materials: Textbook, and lesson plan.

- Equipment: chalks.

III. TEACHING PROCESS 1. Class settlement: Period order

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2. Checking the old lesson: - Do exercise A1, 2 (p.26), B1, 2, 3 (P.26, 27) workbook.

- Teacher checks with whole class (spelling and pronunciation - focusing on the sound /i:/ and /i/.

- SS write the new words on board - Others read the conversation again and asnwer T’s questions.

3. New lesson: T & SS’ activities Contents A. Warm up: T introduces the subject of the Big, small… lesson: comparative adjectives and give the rules.

I. Grammar.

B. Presentation: * Short adjectives: one or two syllable(s) - T has two students to stand in front Eg: Lan is shorter than Lien. of the class: one is short, another is Tuan is bigger than Minh tall then guides ss to compare about S1 + be/ V + adj + er than + S2 their height. (fast- faster; large – larger…)

Short adj + er Large + r = larger - Ask ss to give some sentences of Happy…: y -> ier comparison. * Adjs ended er, ew, ow, y, le are considered short adjs: new, narrow, simple…

- T gives some more egs then elicits * Long adjectives: two, three or more syllables S1 + be/ V + more adj + than + S2 the rules and the forms. (modern - more modern; expensive - more expensive...)

Irregular adjectives - T gives some irregular situations of - good/ well better adjectives.

- bad worse - many/ much more - little less - far farther/ further - happy/ friendly -> happier/ friendlier - thin/ big/ …-> thinner/ bigger II. Practice: - Ask Ss to read the instructions.

1. Complete the following sentences with the Tell Ss what they should do. Then comparative form of the adjectives in th have Ss compair their answers in brackets.

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4. noisier 5.cheaper

2 Now complete the following sentences with the comparative form of the long adjectives in brackets KEY: 2 more beautiful 3. more convinient 4. more interesting 5 more expensive.

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3. Read and complete Vy's letter to her friend.

KEY: 1 drier 2 smaller 3 older 4 wider 5 more delicious 6 cheaper

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4. Look at the pictures of Yen Binh neighbourhood and LangSon neighbourhood.

Now write about the differences.

Ex: Yen Binh is more crowed than Lang Son.

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5. Complete the following sentences with the comparative form of the adjectives in brackets KEY: 2 more expensive 3 more comfortable 4 more historic 5 narrower 6. Work in pairs. .....

EX: A: Is Yen Binh more crowded than Lang Son? B: Yes, It is A: Is Lang Son more modern than Yen Binh?

B: No, it isn't.

7. Work in pairs. Ask and answer the places that you know...

Ex: Is Hue busier than Da Nang?

No, it isn't

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- First model this activity with a more able S. Remind Ss that they only use the information they have written in 4 to ask and answer questions about the two neighbourhood.Then Ss works in pairs. Call some pairs to practise in front of class.

- Ask Ss to think of the places that they've been.Model this activity with a more able St. Then Ss works in pairs. T goes around the class and monitors. Ask a few pairs with the most imaginative ideas to report them to the class.

KEY: 2. taller 3. bigger

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pairs before checking with the whole class.

- Ask Ss to read and complete the sentences individually. Remind them to pay attention to the number of the syllables in each adjective.

Compare their answers in pairs before checking with the whole class.

- T elitcits. Write sentences compare the two the neighbourhood.

Compare in pairs .then saying to the whole class.

- Feedback.

- Ask Ss to read the instructions.

Use the example to show ss what should do. Then have Ss compair their answers in pairs before checking with the whole class

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4. Consolidation.

- Teacher gets students to retell the aims of the lesson.

5. Homework.

- Do exercise B3-7 (p.27-29) (Workbook).

- Learn structures, rules and new words by heart.

- Prepare for the new lesson. ________________________________________________________________________ Pre: /10/2018 Period 29: TEST CORRECTION

I. OBJECTIVES - Knowledge: By the end of this period, ss will be able to know what mistakes they have made in this test; how to correct their mistakes by working in groups; how to change their way of reviewing their lessons.

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- Skills: listening, reading, writing - Attitude: Help SS be more careful when doing the task and know which points are good and which points are not good or bad to focus on.

- Competences: To develop students’abilities: self- management, understanding/ comprehension, analysis, sumarizing abilities, groupwork, pairwork…

II. PREPARATION - Material: questions and answers - Equipments: test papers III. TEACHING PROCESS 1. Class settlement Absence Period Teaching date Class Attendance order Permission Non permission

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- New words

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3. New lesson: A. General comments * Praise the Ss with the highest marks: 6A: ………………………………………… 6B: …………………………………………

6C: ………………………………………… 6D: ………………………………………… * Encourage the weak Ss to try harder.

6A: ………………………………………… 6B: …………………………………………

6C: ………………………………………… 6D: ………………………………………… * Most common mistakes: - Listening: ………………………………………………………………………………… ……………………………………………………………………………………………….

- Phonetics: ………………………………………………………………………………… ……………………………………………………………………………………………….

- Grammar: ………………………………………………………………………………… ……………………………………………………………………………………………….

- Reading: …………………………………………………………………………………. ……………………………………………………………………………………………….

- Writing: ………………………………………………………………………………….. ………………………………………………………………………………………………. ……………………………………………………………………………………………….

B. Keys and marks (Attached latter) 4. Consolidation - T repays the test paper and remarks the test then take marks 5. Homework - Redo the test and prepare new words for the writing.

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Pre: 25/10/2018 Period 30:

UNIT 4: MY NEIGHBORHOOD Lesson 4: Communication

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to listen for specific information about directions to some places in a neighbourhood, talk about different places in a neighbourhood.

- Skills: Listening, writing and speaking.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks, disc & cassette.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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Contents Many old houses

Hoi An

Chùa cầu

An ancient town World heritage

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2. Oral check: - Do exercise B6, B7 (p.28, 29) (Workbook).

3. New lesson: T & SS’ activities Brainstorming A. Warm up: - Ask Ss to write anything they know about Hoi An Cao lầu

B. Presentation: - Teacher uses different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vacab.

- Checking: R.O.R. - Ask ss to repeat individually and then in chorus.

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I. Vocabulary - first: trước tiên - then: tiếp theo, rồi thì…

- after that: sau đó - finally: cuối cùng - to guide: hướng dẫn - be famous for: nổi tiếng về - direction (n): phương hướng - Sa Huynh Culture : nền văn hóa Sa Huỳnh - Play the recording. First, ask Ss to 1. Listen and fill in the gaps. listen only. Play the recording again 1. historic 2. convenient 3 straight 4 second and allow Ss to fill in the gaps as they 5.left 6 right 7 second 8 next to. listen. Ask Ss to share their answers in pairs before playing the recording

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the final time to allow the pairs to check their answers.

- Ask Ss to read the audio guide again, paying attention to the use of the connective words: first(ly), second(ly), then and finally

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II. Practice: - Ask Ss to read the brief information 2. Create an audio guide for a city. about London and Ho Chi Minh City and look carefully at the two simplified maps of the two cities.

- Elicit additional information about the two cities from Ss, then ask Ss to read the audio guide.

- Ask Ss some more questions to check if they know what they are supposed to do.

Ho Chi Minh City - Remind Ss of the expressions they can use to give directions. (Ss may refer to the expressions in the dialogue and exercise 5 of Getting started.)

- Have Ss prepare their audio guide individually and then share it with a partner.

- Ask Ss to practice presenting their London audio guide in pairs or in groups.

III. Product: - Elicit information about Da Nang 3. Create an audio guide for Da Nang City. from Ss. Give the city fact file: Da Nang City: one of the - Ask Ss to prepare their audio guide largest cities in VN; on the river Han, Ngu Hanh individually and then share it with Son Mountains, wide and clean streets, many partner. beautiful beaches and bridges.

- Have Ss present their audio guide to the class.

4. Consolidation: - Teacher gets students to retell the aims of the lesson.

5. Homework: - Prepare for the next lesson: Unit 4: Skills 1.

- Do exercise C1, 2 (p.29-30) (Workbook). _________________________________________________________________________ Pre: 27/10/2018 Period 31: UNIT 4: MY NEIGHBORHOOD Lesson 5: Skills 1 I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to read for specific information about good things and bad things in a neighbourhood & talking about different places and show directions to these in a neighbourhood - Skills: Speaking & reading.

- Attitude: encourage ss to love their neighbourhood more.

- Competences: Communication, creation, cooperation, self-study.

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II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks.

III. TEACHING PROCESS 1. Class settlement: Period order

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2. Oral check: - Do exercise B6, B7 (p.28, 29) (Workbook).

3. New lesson: T & SS’ activities Contetns A. Warm up: Ask ss to give the directions to somewhere.

B. Presentation: I. READING 1. Find these words in Khang’s blog. What do - T asks Ss some questions: they mean?

Where do you think Khang’s - Suburb (n): ngoại ô neighbourhood is?

- Backyard >< frontyard (n): sân sau - Incredibly (adj): thật ngạc nhiên, khó tin What do you think about it?

Do you like living there? Why? Why - Beach (n): bãi biển sand/ sandy not?

- almost - T asks Ss to scan the blog to find - different >< same these words in the passage.

- T may help Ss find out the meaning of the words in the context.

- Checking technique: Slap the board 2. Anwer the questions: * Key: - T asks Ss to read the text again and 1/ It is in the surburbs of Da Nang answer the questions.

2/ Because it has beautiful parks and sandy - T asks Ss to note where they found beaches and fine weather. the information that helped them to 3/ They are very friendly. answer the questions.

4/ Because there’re many modern buildings and - Ss can compare their answers with offices in the city. their partners then teacher corrects.

3/ Fill in the table with the information: Like Dislike - Ss scan the passage again and find the The streets are busy, It’s great for outdoor information to complete the table. crowded and noisy - Ss note where they found the activities. during the day.

There’s almost information and compare with their everything here. partners.

- Most houses have a - Feedback: 2Ss write on the board. backyard and a frontyard.

- T checks and corrects it - People are incredibly friendly.

- The food is very good.

II. SPEAKING

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- T goes around observing Ss working.

- Ask some good ss to work in pairs asking and answering about the ways to somewhere in Thanh Son.

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- T reviews the expressions they can use to give directions.

- T asks Ss to work in pairs, asking and answering questions about the locations on the map.

- T may model this activity with a good student then ask ss to practice in pairs.

- T calls some pairs to talk before the class. Ss work in pairs to practice the dialogue.

- T selects some good pairs to act out their dialogues in front of the class.

4/ Look at the map of Khang’s neighbourhood and give directions: Directions: 1. Go straight on 2. Turn left ...

3. Go past…

4. Take the first 5. Go to the end 6. Go along 7. Cross T: Can you tell us the way to the market?

S1: First, go along Cu Chinh Lan street. Then take the second turning on the left.

After that go straight. It’s on your left.

5/ Ask and answer questions about the way to get to the places in your village.

T: Can you tell us the way to Vang market/ LQD secondary school?

S1: First, go along Vang street. Then take the second turning on the right. After that go straight. It’s on your left. …

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4. Consolidation: - Teacher gets students to retell what they have learnt.

5. Homework: - Prepare for the next lesson: Unit 4: Skills 2.

- Learn by heart all the new words.

- Do Ex D1, 2, 3 (WB). _________________________________________________________________________ Pre: 27/10/2018 Period 32: UNIT 4: MY NEIGHBORHOOD Lesson 6: Skills 2 I. OBJECTIVES - Knowledge: By the end of the lesson students will be able listen for specific information about directions to some places in a neighbourhood and write about what they like or dislike about their neighbourhood.

- Skills: Listening & writing.

- Attitude: encourage ss to love their neighbourhood more.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks, disc & radio.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

6A 6B 6C 6D

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2. Oral check: - Do exercise B6, B7 (p.28, 29) (Workbook).

3. New lesson: T & SS’ activities Contents A. Warm up: Describe their Eg: My neighbourhood is not very big but very neighbourhood beautiful. There are/ is…

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- Ask Ss to tick what they like or don't like about a neighbourhood.

- Hang the poster on the board.

- Share their answers with partners

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- Ask Ss to read the dialogue and guess the missing words.

- Ask Ss to read the rubric and study the map carefully. Pair works to discuss how to get the places numbered 1-4 from the You are here point.

While - Play the recording for checking and completing the missing words in the dialogue.

- Play the recording twice.

- Ss listen choose the correct answers.

Share their ideas together.

- Play the recording the final time then check their answers.

I. Listening.

Study skills: Before listening: - read the questions carefully - decide what information you are listening for - think of words that you might hear - listen for important information only.

1. Listen to the conversation between a stranger and Duy’s dad. Fill in the blanks… you hear. * Key: 1. the end 2. right 3. Lower secondary school 4. Le Duan Street 5. second right 2. Listen to the conversation again. Choose the correct places … Write the correct letter A-F on the map. * Key: 1-A 2-C 3-F 4-D

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B. Presentation:

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- Ask Ss make notes on what they like or dislike about living in their neighbourhood.

- Ask them not to write full sentences and they can use abbreviations to share with their partners.

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- T may read out the notes from some more able Ss to the whole class.

- Set up the writing activity.Use their ideas they have made in 4.

- Ask Ss to brainstorm for language necessary for writing. ? Write the first draft then have them write their final version.

- Pay attention to connection words: first, then, next…

- Go around and correct some

II. Writing.

3. Tick what you like or don't like about a neighbourhood.

1. sandy beaches 2. heavy tracffice......

8. many shops, and markets 4. Make notes about your neighbourhood, think about the things you like or dislike about it Like Dislike - Friendly people - expensive - Many shops, tall - noisy buildings - polluted - Good restaurants - overcrowded - Modern equipment …

- Good school - Beautiful, clean and green streets

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T displays all or some of the leaflets on the wall/ notice board. Other Ss and T comment.

- Help ss to write about their neighbourhood.

5. Write a paragragh about your neighbourhood saying what you like or dis like about living there. Use the information in 4, and Khang' blog as a model.

I'd like to tell you some good things and some bad things about living in my neighbourhood.

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4. Consolidation - Summarize the main point of the lesson.

5. Homework - Learn new words by heart.

- Prepare for the next lesson: Unit 4: Looking back and Project.

- Do Ex E1, 2 (WB). _________________________________________________________________________ Pre: 28/10/2018 Period 33: UNIT 4: MY NEIGHBORHOOD Lesson 7: Looking back and project

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to revise and make the use of all the target knowledge in unit 4: comparative adjectives and give the directions and write a description of their ideal neighbourhood.

- Skills: Speaking & writing.

- Attitude: encourage ss to love their neighbourhood more.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks, disc & radio.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

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2. Oral check: - Do exercise B6, B7 (p.28, 29) (Workbook).

3. New lesson: T & SS’ activities Contents noisy > < quiet/ peaceful A. Warm up: - Elicit the words opposite meaning from - difficult - happy SS - large - long - SS write on the board.

- new - bad - Others comment - expensive - boring - Help and give the correct words if - heavy - hot necessary.

- fast

B. Presentation: I. Vocabulary.

- Tell Ss to write the words in their 1. Write the correct for each picture. notebooks individually and then check Key:

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2. Fill in each gap with a suitable adjective.

Key: 1. noisy 2 narrow 3 historic 4. incovenient 5. cheaper/ more expensive.

II. Grammar 3. Put the following adjectives column.

Keys: one syllabe 2 syllabes fast happy hot noisy large quiet heavy

in the correct

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3 syllabes exciting expensive convenient difficult polluted 4. Now write their comparative form in the table below.

Key: adj comparative form faster fast more convenient convenient noisier noisy more difficult difficult heavy heavier more expensive expensive happier happy hotter hot polluted more polluted more exciting exciting larger large quieter quiet

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- T elicits the language being practiced in this activity.

2. Railway station 3. park 5. Memorial 6 cathedral

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- For these exs, ask Ss to do them individually first. Then they can check their answers with a partner before discussing the answers as a class.

However, tell Ss to keep a record of their original answers so they can use that information in their Now you can......statements.

1. Statue 4 temple

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with their partners.

- Let them repeat the words. Check their pronounciation.

- Ask Ss to read the sentences carefully and complete them with the adjectives they have learnt in Unit 4.

- Remind SS the words, phrases and sentences before and after the blanks will provide the context for them to choose the correct adjectives.

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- Ss read the questions and answer once or twice (they read them aloud). Then match them. If there is time, have them write their notebooks.

- Ss work in pair and role plays the questions and answers.

- Ask ss to complete the self assesment.

Identify any difficulties and weak areas and provide further practice.

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III. Communication 6. Match the questions with the correct answers.

Key: a-c d-e f-g h-b 7. Role-play the questions and answers.

Finished! Now you can.. . name places . give directions . use adjective to describe places. . compare things IV. Project What is your ideal neighbourhood?

- Guide SS do at home as HW.

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1. Find a photo or draw a picture of your neighbourhood.

2. Write a description of it.

- where it is - what it has - How the people/ the streets/ the weather..is/ are ...

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4. Consolidation.

- Summarize the main point of the lesson.

5. Homework.

- Prepare for the next lesson: Getting started unit 5.

- Write a discription of your ideal neighbourhood. _________________________________________________________________________ Pre: 03/11/2018 Period 34: UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 1: Getting started

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to know more words related to natural wonders of the world, listening and speaking with the lexical items related to the topic "Natural wonders of the world".

- Vocab: Travel items and things in natural; ways to pronounce /t/ and /st/.

- Grammar: Superlative adjectives and modal verb: must - Skills: Listening, reading, speaking & writing.

- Attitude: encourage ss to work hard, love and be proud of natural wonders of the world.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Material: Textbook, and lesson plan.

- Equipment: chalks, disc & radio.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

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2. Checking the old lesson: - Ss’ description of their ideal neighborhood.

3. New lesson: T & SS’ activities A. Warm up: Net words - T elicits the words from ss

B. Presentation: I. Vocabulary.

- Teacher sets the scene by asking Ss - no problem: about the picture - introduce

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Contents

- natural wonder - local - Change - Desert: sa mạc - Waterfall: thác nước - Island: hòn đảo - Valley: thung lũng - Cave: hang động

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+ What can you see in the picture? + Where is it? Do you know this place?

- Elicits the new words using pictures and explaination - Check vocabulary by R.O.R - use the techniques and ways to teach the vocab not translation.

- Ask ss to read in chorus then individually.

II. Practice: 1. Listen and read. a. Answer the following questions: 1. Vy is (the leader of the Club).

2. She went to the wrong room.

3. Uluru.

4. (Phuc would like to visit) Australia.

5. (It’s) an island. b. Put the words in the correct order.

1. Can you spell that, please?

2. Can you repeat that, please?

3. Can I come in? c. Brainstorm situations...make suggestions Work in pairs. Role-play making suggestions.

- SS look back at the conversation in Eg: getting Started and try to find the A: Hi. Can I order a cheese án meat pizza, vocabulary used. please?

B: Sure. What’s your name, please?

A: It’s Nick.

B: Can you spell that, please?

A: Yes, N-I-C-K. 2. Listen and repeat the following words.

1. mountain 2. river 3. waterfall - Play the recording twice, SS listen and 4. forest 5. cave 6. desert repeat.

7. lake 8. beach 9. island 10.valley - Listen and label the pictures with corect words.

3. Label the pictures.

- Elicit the words from SS. Key: - Give the corect answers.

1. mountain 2. river 3. waterfall 4. forest 5. cave 6. desert - Read the conversation again and tick the 7. lake 8. beach 9. island 10.valley words the ss can find. (at home) 4. Consolidation: - Teacher gets students to retell the aims of the lesson 5. Homework: - Prepare for the next lesson: Unit 5: Closer look 1.

- Practise reading the dialogue fluently.

- Learn by heart all new words. _________________________________________________________________________

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- Get Ss to work in pairs. T elicits the answers then provides the correct words - T asks Ss to work in pairs - Ss give their prediction - Ss read the dialogue and answer the questions.

- Ss read and listen to the conversation to check their predictions.

- Give feedback.

- Ask ss to put the words in the correct order based on the conversation.

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Pre: 05/11/2018 Period 35:

UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 2: A closer look 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to pronouce correctly the sounds /t/ and /st/ in isolation and in context; Use the lexical items related to the topic “Natural wonders of the world”.

- Vocab: Travel items - Skills: Listening & writing.

- Attitude: encourage ss to work hard in order to be able to apply for a tour and like traveling & natural wonders of the world.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks, disc & radio.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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2. Oral check: - Write the new words, read and make a sentence.

- Read the conversation.

3. New lesson: T & SS’ activities

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A. Warm up: Brainstorm: Imagine you are going to have a picnic, What things can you bring with?

B. Presentation: - Teacher uses different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vacab.

- Checking vocab: Matching (Act 1) - Ss work individually then compare in pairs. T checks then gives feedback.

- Repeat in chorus and individually - T asks Ss to work in group of 4 to discuss about the importance of these things in travel, put the items in order from the most useful to the least useful.

Give the reasons why.

- Read and act out the sentences for Ss.

Contents

- Ss make a list of items related to travel: Shoes, clothes, backpack, …

I. Vocabulary - Plaster ['plɑ:stə]: băng dán - Walking boots : đôi ủng - Painkillers: thuốc giảm đau - Sun cream: kem chống nắng - Scissors ['sizəz]: cái kéo - Sleeping bag: túi ngủ - Backpack: ba lô 1. Match the items with the pictures then practice saying the following items.

1. painkiller 2. scissors 3. plaster 4. sun cream 5. sleeping back 6. walking boots 7. backpack 8. compass 2. Complete the following sentences.

Key: 1. compas 2. sun cream 3. painkillers.

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Elicit ideas for sentence.

- Ss complete the remaining sentences.

Check their ideas at the end.

4. backpack

5. plaster

II. Pronunciation: /t/ and /st/ 4. Listen and number the words you hear.

1. best 2. boat 3. coast 4. lost 5. boot 6. desert 7. plaster 8 forest.

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- Practise sounding out the sounds /t/ and /st/ together.

- /s/ is a long sound, /st/ is a long sound with /t/.

- T notices the way to read the sounds.

- T asks some Ss to read out the words first and number the words they hear.

- Plays the recording for them to listen 5. Listen again and repeat the words. and repeat the words.

- T asks Ss to listen carefully and raise their hands whe they hear the / t/ or /st/.

Alternatively, divide the class into a /t/ 6. Listen and repeat. Pay attention to the group and a/st/ group and rthey listen bold-typed parts of the words. and repond to their own sound.

- Play the recording. Ss listen and repeat sentence by sentence. .

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 5: Closer look 2.

- Do exercise A1, 2 (p.33) work book. _________________________________________________________________________ Pre: 07/11/2018 Period 36: UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 3: A closer look 2 I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use comparative and superlative adjectives to describe things in nature & use must and mustn’t to give orders.

- Grammar: Comparative and superlative adjectives - Skills: Listening, speaking, reading & writing.

- Attitude: encourage ss to work hard in order to be able to apply for a tour and like traveling & natural wonders of the world.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks, disc & radio.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

2. Oral check: - Write the new words, read and make a sentence.

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- Read the conversation.

3. New lesson: T & SS’ activities A. Warm up: - Have Ss work in 2 teams to tell the names of some famous places in our country or in the world - Give feed back B. Presentation:

Contents Eg: West Lake in Ha Noi Phong Nha cave in Quang Binh Pyramids in Egypt …

- Give the form of modal verb Must - Ask ss to give examples if they can.

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- Help and correct if necessary.

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- Give the form of superlative adjectives - Ask ss to give examples if they can.

I. Grammar.

1. Superlative adjectives: a. Short adjectives: S + be + the short adj + est + Prep + Place.

Eg: She is the tallest in my class. b. Long adjective: S + be + the most + long adj + Prep + Place.

Eg: She is the most beautiful in my class.

2. Modal verb: must - an order (+) S + must + V + C. (+) S + mustn’t/ must not + V + C. (?) Must + S + V + C? ? W-H + must + S + V + C? II. Practice: 1. Read the sentences and gues…T/ F.

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- Ask ss to guess the sentences with the answer True/ False individually.

- Ask ss to listen to the recording 2. Listen to Vy giving …Check your guesses. twice.

Key: 1-T 2-T 3-F 4-T 5-T 6-T - Ss work independently. Allow them to share answers before discussing as a class 3. Underline all the words ending est in the quiz.

- T asks Ss to give some examples of 1. highest 2. largerst 3. longest 4. widest the target language 5. hottest.

- Remind ss of the rules: the consonant is doubled: hot, thin, wet, big but not as 4. Complete the table with … superlatives. fast, cool, thick, new, …

Adj Comparative superlative - T asks Ss complete the table with the Good Better The best comparatives and superlatives.

Bad Worse The worst - Ss work in pairs.

Tall Taller The tallest - Go round and correct mistakes or Long Longer The longest give help when necessary.

Wide Wider The widest Large Larger The largest - Ss fill in the sentences individually Hot Hotter The hottest then go to the board to write their 5. Complete the passage. sentences Key: 1. hottest 2. hotter 3+4. coldest - Other Ss and T feedbacks 5. colder 6. biggest 7. highest 8.smaller - Work in group of 4 and make 6. Cut up …about the places. sentences about the places.

West lake

- T asks Ss to answer the questions.

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West lake is the largest lake in HaNoi. 7. Read and underline the form of must.

How can you order her/ him?

He must do his homework.

He must'n be lazy 8. Look at the classroom … your classmates.

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- Read and underline the forms of mustn't.

- Ask Ss to draw some signs and ask their classmates to guess the rules. Elicit: Who is the laziest person in our class? Why? - Correct.

- T ask ss to give mỏe signs and give the orders by using must/ mustn’t.

1. We must arrive on time.

2. We mustn’t pick the flowers in the school garden.

3. We must prepare the homework carefully.

4. We mustn’t talk in class. …

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4. Consolidation - Ask SS to repeat the main knowledge of the lesson.

5. Homework - Prepare for the next lesson: Unit 5: Communication.

- Do exercise B4, B5 (p.34, 35) (Workbook).

- Learn the grammar by heart. _________________________________________________________________________ Pre: 09/11/2018 Period 37: UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 4: Communication

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use comparative and superlative adjectives to describe things in nature & use must and mustn’t to give orders.

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- Skills: Speaking & reading.

- Attitude: encourage ss to work hard in order to be able to apply for a tour and like traveling & natural wonders of the world.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: Chalks.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6C

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2. 15-minute test: 1. Write 8 travel items (things you may need when you take a trip to somewhere):

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2. Give the correct form of adjectives in the sentences below.

1. The Mekong river is ………………….. than the Red river. (long) 2. Mount Everest is the …………………..….. mountain in the world. (high) 3. The people in the country is ………………. than the people in the city. (friendly) 4. Elephants have the …………………… ears of all animals (large) 5. Thanh Son is …………………… than Ha Noi. (quiet) 6. This T-shirt is ……………………. than that one. (beautiful) 3. Rewrite the sentences: 1. You must be careful. => You musn’t ………………………………………

2. Phong’s school is smaller than Hai’s school. => Hai’s …………………………………………………………………………

3. Tra Co beach is longer than any other beach in Viet Nam. => Tra Co beach is ………………………………………………………………

3. New lesson: T & SS’ activities Contents A. Warm up: Make sentences using comparative and superlative.

Eg: She is taller than me/ I am.

- Get one S to go to the board and make He is stronger than her/ she is. sentences using superlative adjectives. ….

B. Presentation: - Teacher uses different techniques to I. Vocabulary teach vocab (situation, realia) - Tent : lều, rạp - Follow the seven steps of teaching - waterproof coat : áo mưa, vải không thấm nước vacab.

- torch: ngọn đuốc, đèn pin - Checking: R.O.R. - map: bản đồ - sun hat: mũ, nón che nắng - area: translation - Ask ss to read in chorus then - diverse (a): gồm nhiều loại khác nhau individually.

- mountain range: examples - (un)forgettable: translation - experience (v) (translation) - special: translation - T asks Ss to open their books and read - advise (v) => advice (n): translation quickly to check their predictions.

II. Practice: - T sets 2 minutes limit to ensure Ss read 1. Read the travel guide entry. quickly for information.

Modal Verbs: Show obligatory - T asks Ss to read the sentences.

Must/ Mustn’t + Vinf - T sets 5 minutes limit for Ss to reread Ex: You must bring a compass. the text and answer T or F. You mustn’t wear shorts or T-shirt when you - Ss work individually, then compare the climb the Everest. answers with their partners.

2. Now make a list of things you must take to the Himalayas. Then add things you mustn’t take.

MUST MUSTN’T Compass Go alone Torch Shorts Tent T-shirts - T asks Ss to complete the table (Work Coat individually).

Waterproof

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flashlight Sun hat Mobile phone map Ask for advice 3. Role-play being a tour guide and a tourist. Tell your partner what to prepare for their trip to the Himalayas. Try to give reasons.

Eg: A: I want to go to the Himalayas.

B: OK. I think you must take the ............because it is....................

A: Yes. Anything else?

B: ..........

4. Perform your role-play for the class.

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- T pairs Ss ands asks them to use the ideas they brainstormed to fill in their own schedule.

- T can ask Ss to sit back and back.

- Ss have 3 minutes to speak each other.

- Ss can report to the class about their partner’s schedule.

- T asks the class to cover the page and tell T what they remember.

T: Give homework Ss: Copy Ss’ work ( pairs) 4. Consolidation: - Teacher gets students to retell the aims of the lesson.

5. Homework: - Prepare for the next lesson: Unit 5: Skills 1.

- Do exercise C1, 2, 5 (p.35, 36) (Workbook). _________________________________________________________________________ Pre: 09/11/2018 Period 38: UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 5: Skills 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to read a brochure for tourist information as about Ha Long Bay or Hue & Talk about and giving travel advice.

- Skills: speaking and reading.

- Attitude: encourage ss to work hard in order to be able to apply for a tour and like traveling & natural wonders of the world.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

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2. Oral check: - Do exercise C1, 2, 5 (p35, 36) (Workbook) on board.

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3. New lesson: T & SS’ activities A. Warm up: - T asks Ss to look at it for 2 minutes and try to remember as much as they can.

- T asks the class to cover the page and tell T what they remember.

- T elicits answers by asking:

Content

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What is the purpose of the text?

Where can you see these posters?

What are they about?

Travel tips and study skills Use a dictionary - Guessing words in context: - Guess the meanings.

- Look at the whole sentence.

- Look at the pictures and any other information.

I. READING 1. Look at the picture then read and check B. Presentation: - Teacher uses different techniques to your ideas. a. New words: teach vocab (situation, realia) - name after: đặt tên theo - Follow the seven steps of teaching traditional: truyền thống vacab.

- essential: cơ bản, cần thiết. perfume: nước hoa, hương thơm - Checking: R.O.R. - attract => attraction: thu hút, cuốn hút - cuisine: cách nấu ăn - take a boat ride: chèo/ đi thuyền - Ask ss to read in chorus then - remember to V: nhớ làm gì đó. individually.

- predict => prediction: đoán - T asks Ss to open their books and New words: read quickly to check their Match the meanings with the words. predictions. bay Mùa - T sets 2 minutes limit to ensure Ss island Phòng trưng bày read quickly for information. boat Ẩm thực seafood Vịnh traditional Thành nội Thuyền dance exciting Hào hứng, hấp dẫn imperial city Điểm thu hút du lịch - Checking: matching (individually) gallery Đảo attraction Hải sản cuisine (n) [kwi':zi:n] Truyền thống b. Asnwer: 1. Where is the passage from?

It is from a magazine/newspaper 2. What is it about?

It is about natural beauty in Viet Nam. 3. What do you know about the subject?

- T asks Ss to read the sentences I think the subject is about some famous and check the meaning of the words. wonderful places for visiting in Viet Nam.

- T sets 5 minutes limit for Ss to reread the text and answer T or F. - Ss work individually, then compare

2. Find these words in the passage in 1, then check their meaning.

Essential (a): something very important Activity (n): actions or things done (eat seafood, watch dance, take a boat,…)

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- T asks Ss to complete the table (Work individually).

- T asks Ss to complete the table (Work individually).

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- Ss can report to the class about their partner’s schedule.

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- Ss have 3 minutes to speak each other.

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- T pairs Ss ands asks them to use the ideas they brainstormed to fill in their own schedule.

- T can ask Ss to sit back and back.

Attaction (n): things or places very attractive Cuisine(n) a kind of food in Hue 3. Read the following sentences then tick (√) True or False.

1. T 2. F 3. T 4. F 5. T 4. Now answer the following questions: 1. Ha Long Bay is in Quang Ninh province.

2. You must take a boat ride.

3. A visit to the Imperial City is more important.

4. Because people travel there just for the food.

II. SPEAKING 5. Make notes about one of the places in the brochure. Use the information in the text and your own ideas.

Ha Long Bay Hue Island Huong famous river Caves Imperial City Seafood Museum Traditional dance Art gallery beaches Cuisine Ngu Binh mountain 6. Tell your partner about the place.

Group A describes Ha Long Bay Group B describe Hue. Ss’ work 7. Your friends are visiting your town. Think about what they must and mustn’t do while they are there.Role-play the conversation in groups.

- Things they must do/bring:_________ - Things they mustn’t do/bring:_______

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the answers with their partners.

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4. Consolidation - Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 5: Skills 2.

- Learn by heart all the new words - Do Ex D1, 2, 3, 4 (WB) _________________________________________________________________________ Pre: 09/11/2018 Period 39: UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 6: Skills 2

I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to listen to get information about travel plans & write a travel guide entry about an interesting place.

- Skills: Listening and writing.

- Attitude: encourage ss to work hard in order to be able to apply for a tour and like traveling & natural wonders of the world.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATION:

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- Material: Textbook, and lesson plan.

- Equipment: chalks, tape & cassette.

III. TEACHING PROCESS 1. Class settlement: Teaching date

Class

Attendance

6A 6B 6C 6D

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Absence Permission

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2. Oral check: - Write by heart all the new words on board.

- Do Ex D1, 2, 3, 4 (WB) on board.

3. New lesson: T & SS’ activities Contents A. Warm up: Things to travel: - tent, foods…

Net words: Things to travel. …

I. Listening: B. Presentation: - Give some words to help SS to listen * New words: - travel agent: trung tâm/ đại lý DL - choose => choice: lựa chọn - T ask Ss to listen twice or more to compare => comparison: so sánh answer the questions FAMILY TRAVEL Information: - Beach - Hotel Ss work individually, and then - Resort - Bay compare the answers with their 1.

Which place do they choose? partners.

Ha Long Bay Mui Ne Nha Trang Hue 2. Listen again and answer the following questions: - T pairs Ss ands asks them to use the 1. Ha Long Bay, Mui Ne, Hue or Nha Trang ideas they brainstormed to fill in their 2. Can we see a picture of the hotel in Mui Ne? / own schedule.

Which is cheaper, Mui Ne or Nha Trang?

- T can ask Ss to sit back and back.

3. Mui Ne is cheaper but I think Nha Trang is - Ss have 3 minutes to speak each more interesting. other.

4. Yes, he is.

- Ss can report to the class about their WRITING partner’s schedule 3. Write a travel guide about a place you know.

Ss: C- T asks Ss to look at it for 2 What natural wonders are there? minutes and try to remember as much How do they compare to other wonders? as they can.

What things can you do there?

- T asks the class to cover the page and What things must you do?

How can you get there? tell T what they remember.

What is it like?

4. Use these notes to write a short paragraph

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about it.

It is in Ba Vi District. It is about 50 km to the North of Hanoi Capital. I can get there by car or taxi. It is special and famous for its beautiful natural sights such as: Tan Vien Mountain, small streams and beautiful waterfalls. It is beautiful and it has wonderful scenery especially the air is cool and fresh all year round. I can visit King Pond.

- T elicits answers by asking in groups of four.

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- Give the feed back

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4. Consolidation - Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 5: Looking back & Project.

- Learn by heart all the new words - Do Ex E1, 2, 3 (WB) _________________________________________________________________________ Pre: 10/11/2018 Period 40: UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 7: Looking back and project

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to revise and make the use of all the target knowledge & write down what they know about Vietnam (The weather, natural wonders and travelling).

- Skills: Listening and writing.

- Attitude: encourage ss to work hard in order to be able to apply for a tour and like traveling & natural wonders of the world.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATION: - Materials: Textbook, and lesson plan.

- Equipment: chalks, tape & cassette.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

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2. Oral check: - Write by heart all the new words on board.

- Do Ex D1, 2, 3, 4 (WB) on board.

3. New lesson: T & SS’ activities Contents A. Warm up: Name the pictures in - mountain 1/P56.

- waterfall - forest …

B. Presentation: I. Vocabulary.

- Ss work individually to do exercises.

1. Label the things in nature you can see…

- Ss can check their answers before Key:

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1. mountain 2. waterfall 3. forest 4. cave 5. desert 6. lake 7. beach 8. island 9 valley.

2. Write the words.

1. scissors 2. sleepingbag 3. compass 4. torch 5. painkiller 6. plaster

- As above, Ask Ss to work individually to complete the sentences.

- Ask Ss to woek in pairs and match the name of a natural wonder in column A with a word/ phrase in column B. - Monitor the activity and offer help to Ss when necessary.

II. Grammar 3. Fill the gaps in the following sentences.

Key: 1. hottest 2. longest 3. highest 4. largest 5. best 4. Match the name of a natural wonder in A with a word in B. A B your anwers 1 Everest a. bay 1-d 2. Loch lomond b. desert 2-c 3. Ha Long c. freshwaterlake 3-a 4. Ayers d. mountain 4-e 5. The Sahara e. rock 5-b 5. Work in pair and project the conversation.

A: What is Everest?

B: I think it is the highest mountain in the word ......

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- Ss work in pairs and practice conversation.

- Draw Ss' attention to the questions and answers for the information about Everest and Loch lomond then discuss all in 4.

- Provide any related infomation they know about.

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discussing the answers as a class.

However ss should keep a record of their original answers so they can use that information in their Now you can... statement.

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- T elicits the language being practiced III. Communication in this activity: model verb "must".

6. Complete the dialogue.

- T asks Ss to complete the conversation 1. must 2. must 3. must 4. must individually.

- Ss can share answers with their partners.

- T divides Ss into groups of As and Bs. - Feedback: Ss practice asking and talking about the advice " must or mustn't.

IV. Project - Get Ss to write about what they know How well do you know about Vietnam? about Vietnam (Talk about the weather, (Ss write about VN at home) natural wonders and travelling).

4. Consolidation - Summarize the main point of the lesson.

5. Homework - Prepare for the next written test 45’.

- Write about what they know about Vietnam (Talk about the weather, natural wonders and travelling). _________________________________________________________________________

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Pre: 10/11/2018 Period 41:

REVISION

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to revise the language they have studied and the skills they have practised since unit 4 & 5.

- Grammar: The comparative and superlative adjectives and the modal verb: must, the ways to ask and give the directions.

- Skills: Listening, reading & writing skills.

- Attitude: Know the importance of the revision and encourage SS to study harder.

II. PREPARATIONS - Materials: Textbook, and lesson plan; List of grammar & structures from unit 4 to unit 5.

- Equipment: chalks, teaching plan.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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2. Oral check: - Ask SS to speak something about some topics they have leanrt and prepared.

3. New lesson: Teacher & SS’ activities Contents A. Warm up: Brainstorming Ha Long Bay - Ask Ss to write as many words as possible Natural wonders (Note: singular and plural form) in 2 teams.

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I. Language.

1. Pronuciation: / i/ or / i:/ Eg: see, exciting, cheap, historic, sleep, expensive, convenient, peaceful, police, noisy, friendly, 2. Pronuciation: / s ; st/ Eg: desert, boot, lost, boat, best, coast, forest, plaster, ….

B. Vocabulary.

1. Some places: museum, hotel, square, - Ss write the words about those subjects neighborhood, 2. Some adjectives: difficult, convenient, - T helps if necessary. exciting, easy, good, bad, long, hot, thin …

3. Natural wonders: Ha Long Bay, Hoi An, ...

C. Grammar.

1. Comparative adjectives: - Ask ss to repeat the main grammars. * Short adjectives: one or two syllable(s)

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B. Presentation - Ask ss to give the words ending in s, st.

- Ask to find out the difference between the /i/ and /i:/ - Ask SS to write as many words of those as they can in individual.

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S1 + be/ V + adj + er than + S2 * Adjs ended er, ew, ow, y, le are considered short adjs: new, narrow, simple… * Long adjectives: two, three or more syllables S1 + be/ V + more adj + than + S2 (modern - more modern; expensive - more Irregular adjectives - good/ well better - bad worse - many/ much more - little less - far farther/ further - happy/ friendly -> happier/ friendlier - thin/ big/ …-> thinner/ bigger

- Ask them to give examples for each.

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- Repeat the notes.

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- Ask ss to write down and do the exs in the notes.

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2. Superlative adjectives: a. Short adjectives: S + be + the short adj + est + Prep + Place. b. Long adjective: S + be + the most + long adj + Prep + Place.

Eg: She is the most beautiful in my class.

3. Modal verb: must - an order (+) S + must + V + C. D. Practice: Ex 1: Complete the words.

1. good => better => best 2. big 3. thin 4. small 5. bad 6. beautiful 7. modern 8. famous 9. narrow 10. quiet Ex 2: Give the correct form of words.

1. Your house is ………….. my house. (big) 2. Hoi An is ……town in Vietnam. (old) 3. This movie is……… that one. ( bad) 4. The Mekong river is …the Red river. (long) 5. Her hair is ……his hair. (short) 6. Mai’s house is …..one in the village. (big) 7. Her nose is ……….. my nose. (small) 8. There is coffee in my cup than in yours. (much) 9. Nam is….Ba. He is ..boy in our class. (tall) 10. The Great Wall of China is the world’s ……..structure. ( long) 3. Completet the sentences.

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1. My brother/ tall/ than / I. 2. Hoang/ the / tall/ boy/ his school 3. Hoa/ short/ than/ her sister 4. The Phanxipang/ the/ high/ Viet Nam 5. Which/ the/ high/ building/ the world?

Pre: 12/11/2018 Period 42:

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4. Consolidation: - Teacher gets students to retell what they have learnt.

5. Homework: - Prepare for the next lesson: Review 1: Skills.

- Do the “Test yourself 1: Exercise 1, 2, 3, 4, 5 in WB. _________________________________________________________________________ TEST 2

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use and apply the language knowledge that they have learnt since unit 1 to 3 to do the tasks confidently and independently; check Ss’ knowledge to - Grammar: The simple present & present continuous for future meaning, ways to describe personalities and appearance.

- Skills: speaking, listening, reading & writing skills.

- Attitude: Know the importance of the revision and encourage SS to study harder. *Attitude: Teach Ss tobe strict and honest *Competences: Being able to do the exercises well.

II. PREPARATION - Materials: Lesson plan, Test & keys - Equipment: CD, stereo Questions: (Attached later) III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: 3. Written test: The 45 minute test.

4. Consolidation: - Collect the papers.

- Remark the test 5. Homework: - Review the grammar.

- Prepare unit 6 (Getting started) _________________________________________________________________________

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Pre: 26/11/2018 Period 43:

UNIT 6: OUR TET HOLIDAY Leson 1: Getting started

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to know more about Tet holiday and its activities in Viet Nam. - Vocabulary: Tet things and activities.

- Grammar: “will” for intentions; should/shouldn’t” for advice.

- Skills: Listening, reading & speaking skills.

- Attitude: Help SS to know more about their own country and love the motherland more.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan; - Equipment: chalks, teaching plan, disc and cassette.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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2. Oral check: - Ask SS to speak something about some topics they have leanrt and prepared.

3. New lesson: T & SS’ activities Contents A. Warm up: Chatting - Do you like Tet holiday?

- What do you and your family do to prepare for Tet holiday?

- What do you often do at New Year’s Eve? - What do you often eat at Tet? I. Vocabulary: Teacher sets the scene by asking Ss about - celebrate: Kỷ niệm (celebration) the picture - decorate: Trang trí (decoration) - What is Phong doing?

- family gathering: tụ/sum họp gđ - What is the interview about? Holiday.

- each: mỗi (He’s having an interview.

- peach blossom (n): Hoa Đào It’s about Vietnamese Tet) - apricot blossom (n) Hoa Mai lucky money (n): Tiền lì xì * Vocabulary checking : R.O.R Ss look at the conversation, listen to the tape and then work in pairs to practice the 1. Listen and read. conversation.

2. Are the following statements …T/F - Ss work independently and decide if the column. statements are true or false, then share their Statements True False answers with their partners.

1. Phong is the first person - Ss give out their answers.Ss work on the show independently and decide if the statements 2. This year, Tet is in are true or false, then share their answers February.

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- Ss match the words to the pictures (individually).

- T reads aloud and Ss repeat in chorus - Ss look at the pictures again and find out the pictures relating to Tet holiday.

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3. Tet is a quiet time of the year.

4. Phong loves eating lots of good food during Tet. 5. Next, the interview will talk to a person from Japan.

Feedback1: 1.F, 2.F, 3.F, 4.T, 5.T 3. Find the information …blanks.

Keys: 1. The end of January 2. house 3. flowers and plants 4. fireworks 5. great food ; lucky money 6. family gatherings 4. Write the words … pictures.

1.b; 2.a; 3.c; 4.e; 5.h; 6.g; 7.f; 8.d 5. Look at the pictures…related to Tet? Keys: 1, 2, 3, 7, 8

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with their partners.

- T asks Ss to work in pairs.

- Ss refers to the conversation to find the information and fill in the blanks

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4. Consolidation - Teacher gets students to retell the aims of the lesson and play game: write down…wins - T asks Ss to write down three things or activities they like best about Tet, using I like/love/ enjoy...’

5. Homework - Prepare for the next lesson: Unit 6: Closer look 1.

- Practise reading the dialogue fluently.

- Learn by heart all new words. _________________________________________________________________________ Pre: 27/11/2018 Period 44: UNIT 6: OUR TET HOLIDAY Lesson 2: A closer look 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to pronouce correctly the sounds /∫/ and /s/ in isolation and in context; Use the lexical items related to the topic “Our Tet holiday”.

- Vocab: Tet things and activities at Tet. - Skills: Listening, reading & writing skills.

- Attitude: Know more about the traditional holidays in Vietnam & love the country more.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks, disc and cassette & teaching plan.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

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2. Oral check: - Ask SS to speak something about some topics they have leanrt and prepared.

3. New lesson: T & SS’ activities Contents A. Warm up: The things at Tet holiday.

Things at Tet holiday: - Banh Trung/ square sticky rice cakes - Spring roll - Peach blossom - Apricot blossom - Lucky money…

B. Presentation: I. Vocabulary - calendar: relia/ translation - Give some new words - hang: example - rubbish = garbage - Vocabulary checking : R.O.R - should/ shouldn’t + V - wish st + N. - relatives: cousin, aunt, …

1 + 2. Listen and repeat the words in the - T plays the recording and asks Ss to box and then label the pictures … listen carefully and repeat the words in - Feedback: 1.b, 2.i, 3.d, 4.j, 5.f, 6.g, 7.h, 8.e, chorus and individually.

9.k, 10.c, 11.a - T asks Ss to work in groups of 4 to label 3+4. Match the verbs ….and then write the the pictures with the words in 1. phrases you have formed in 3.

1 cook special food 7. plant trees 2. go to a pagoda 8. make a wish - T asks Ss to work independently to 3. give lucky money 9. hang a calendar match the verbs with the suitable nouns, 4. visit relatives 10. watch fireworks then check with their partners.

5. clean the furniture 11.do the shopping 6. decorate our house - T asks Ss to write the phrases they have 12.buy peach blossoms formed in 3 II. PRONUNCIATION : /s/ & /∫/ 5. Listen and repeat the words. /∫/ /s/ - T plays the recording. Ss listen carefully She, shopping, Blossoms, summer, first and repeat. should, wish, rice, celebrate, - T plays the recording as many times as rubbish, school, speacial, necessary to help ss write the words in the Sugar, sure… spring two appropriate boxes.

6. Listen to the sentences and tick.

- Check if they do this correctly. /∫/ /s/ Statements 1. We come home every summer

- T asks Ss to look at the sentences first and underline any words they think contain the sounds /∫/ and /s/.

- Ss compare their answers in pairs before T checks their answers with the whole class.

2. We should leave early.

3. I will make a wish

4. I’m second in class.

5. My mother goes shopping every day.

1. This is a small garden.

2. Spring is coming.

7. Listen and practicing reading../s/

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- T asks Ss to listen to the poem and practice reading it.

- T asks them to pay more attention to the key words with /s/ and /∫/ sounds.

- Then asks some volunteers to stand up and read the poem aloud.

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 6: Closer look 2.

- Do exercise A1, 2 (p.40), B1, 2 (P.40, 41) workbook. _________________________________________________________________________ Pre: 28/11/2018 Period 45: UNIT 6: OUR TET HOLIDAY Lesson 3: A closer look 2 I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to identify and practise the language of intentions with “will” and advice with “should”.

- Grammar: “Will” to express intentions, “should/shouldn’t” for advice.

- Skills: Reading & writing skills.

- Attitude: Know more about the traditional holidays in Viet Nam and love the country more.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks & teaching plan.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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2. Oral check: - Ask SS to speak something about some topics they have leanrt and prepared.

- Do exercise A1, 2 (p.40), B1, 2 (P.40, 41) workbook on board.

3. New lesson: T & SS’ activities Contents A. Warm up: Brainstorming - Ss name the things related to Tet. - Have Ss work in 2 teams - Give feed back B. Presentation: I. Grammar: 1. Vocabulary: - Present some new words.

- climb - cheat - Check: Matching (individually) - behave - fight - T asks Ss to look at the picture and - break - make a wish comment. .

‘Nam, you shouldn’t wet the floor. You should take your - T sets the scene. ‘ raincoat off first.’

- T writes the sentences on the board and

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- T asks Ss to look at the pictures and Tet activities. Ss tick at the activities children should do at Tet and cross at the activities they shouldn’t.

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- T ask Ss to give out some more examples with ‘should/ shouldn’t’

Nam, you shouldn’t wet the floor. You should take your raincoat off first.’

2. Strucuture: * Should: nên, shouldn’t: không nên * Use: express advice *Form: should (n’t) + bare-inf/ V… II. Practice 1. Look at the pictures… should/ shouldn’t.

Feedback: 1. Shouldn’t, 2. Should, 3. Shouldn’t, 4. should 2. At the studio, Phong… should/ shouldn’t.

Feedback: 1. Should, 2. Shouldn’t, 3. Should, 4. Shouldn’t 3. Look …. Tick and crosss.

Feedback: Activities Tick cross 1. Behave well v 2. Eat lots of sweets x 3. Plant trees v 4. Break things x 5. Go out with friends v 6. Make a wish v 7. Fight x 8. Play cards all night x 4. Use activities in 3, write down the sentences Eg: - We should behave well. ........

III. Grammar with will: 1. Pre reading: a. Meaning: will: sẽ, will not: sẽ không b. Use: for future intention c. Form: will (n’t) + bare-inf..

- repaint: - fireworks 2. While-reading: Use the information…… columns.

1. My father will repaint our house.

2. I’ll write again soon.

3. I will go shopping with Mum. 4. I will help my parents cook banh chung 5. We will buy red envelopes.

6. We won’t buy banh chung.

7. We won’t buy fireworks 3. Post-reading: Phong is thinking…what he will and won’t.

1. Phong will visit his relatives.

2. Phong will go to a pagoda.

3. Phong will go out.

4. Phong won’t study.

5. Phong won’t give a present.

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- T checks the meaning, uses and form of the structure

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- T asks Ss to read the letter and answer the questions: who wrote the letter?

What will his father do?

- T writes the sentence “His father will repaint his house.” on the board and underline “will repaint”.

- T checks the meaning, use and form of the structure - T asks Ss to read the letter again and write full sentences with will or won’t.

- T asks Ss to compare their answers with their partners.

- T asks Ss to look at the pictures and write sentences about what Phong will and won’t do .

- T asks some Ss to write their setences on the board and corrects.

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4. Consolidation: - Teacher gets students to retell the aims of the lesson.

5. Homework: - Prepare for the next lesson: Unit 6: Communication.

- Do exercise B3, B4 (p.41) (Workbook). ________________________________________________________________________ Pre: /12/2018 Period 46: TEST CORRECTION

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- New words

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I. OBJECTIVES - Knowledge: By the end of this period, ss will be able to know what mistakes they have made in this test; how to correct their mistakes by working in groups; how to change their way of reviewing their lessons.

- Skills: listening, reading, writing - Attitude: Help SS be more careful when doing the task and know which points are good and which points are not good or bad to focus on.

- Competences: To develop students’abilities: self- management, understanding/ comprehension, analysis, sumarizing abilities, groupwork, pairwork…

II. PREPARATION - Material: questions and answers - Equipments: test papers III. TEACHING PROCESS 1. Class settlement Absence Period Teaching date Class Attendance order Permission Non permission

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3. New lesson: A. General comments * Praise the Ss with the highest marks: 6A: ………………………………………… 6B: …………………………………………

6C: ………………………………………… 6D: ………………………………………… * Encourage the weak Ss to try harder.

6A: ………………………………………… 6B: …………………………………………

6C: ………………………………………… 6D: ………………………………………… * Most common mistakes: - Listening: ………………………………………………………………………………… ……………………………………………………………………………………………….

- Phonetics: ………………………………………………………………………………… ……………………………………………………………………………………………….

- Grammar: ………………………………………………………………………………… ……………………………………………………………………………………………….

- Reading: …………………………………………………………………………………. ……………………………………………………………………………………………….

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- Writing: ………………………………………………………………………………….. ………………………………………………………………………………………………. ……………………………………………………………………………………………….

B. Keys and marks (Attached latter)

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4. Consolidation - T repays the test paper and remarks the test then take marks 5. Homework - Redo the test and prepare new words for the writing. _________________________________________________________________________ Pre: 06/12/2018 Period 47: UNIT 6: OUR TET HOLIDAY Lesson 4: Communication

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to read about New Year celebrations in different countries; know how they celebrate the New Year; practice talking about New Year celebrations.

- Skills: Speaking & reading - Attitude: Help SS to work hard and love the country more through Tet holiday.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: chalks..

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D

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2. Oral check: - Talk about Tet Holiday.

3. New lesson: T & SS’ activities A. Warm up: Matching: - T asks Ss to match the flags with the countries, and then match the countries with the nationalities.

- T reads the words of countries and nationalities aloud and asks Ss to repeat in chorus and ind.

Country 1.Viet Nam 2. Australia 3. Scotland 4. America 5. Japan 6. Holland 7. Korea 8. Thailand

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Contents 1. Match the flags…nationalities.

1. Vietnamese 3. Scotish 5. Japanese 7. Korean

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Nationality 3. Australian 4. American 6. Dutch 8. Thai

- T models the way to do this with a student.

- T asks Ss to hold a flag, move around the class, meet their friends and introduce where they come from. Then their friends will tell them their nationalities.

B. Presentation: * Pre reading: - Elicit some new words from ss.

2.Game: Prapare pictures of flags… nationality.

Eg: A: I’m from England.

B: You’re English.

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I. Vocabulary: - kill: giết - Feather: long vũ/ gia cầm - The foot step: người song nhà - Throw: ném/ bỏ đi - Help them remember words.

- Believe: tin tưởng - Midnight: nửa đêm - remove: rũ bỏ 3. Match the four….the pictures.

1. The Scottish, Scotland - T gives out the pictures of people in 3. The H’Mong, Viet Nam different countries celebrating New Year 2. The Thai, Thailand differently.

4. The Japanese, Japan - Asks Ss to match them with the different 4. Read the four…that way. groups of people. a. H’Mong b. Thai * While reading: - Ss read the four paragraphs; T helps Ss by c. Japanese drawing their attention to some details d. Scottish from the reading and referring to the picture provided in 3.

- Ss underline the verbs and the objects to remember the information from the reading.

- T asks Ss to find and check the meaning 5. Find and check ….the definations. of some new words as they are used in the a – the covers of a rooster, chicken or bird. text by matching them with the definitions. b – rooster an adult male chicken - Ss find the words/ phrases in the c – take away paragraph and try to define them. d – first footer – the first person to enter - T helps if necessary. your home after New Year’s Eve. * Post Reading + speaking: - T asks Ss to work in groups to write the 6. Group work. two facts they like best down on a piece of paper. Take turns to read aloud. The group - We should give lucky money decides which group of people he/she is - We should make a wish talking about. …

- Give the things we should or shouldn’t do - We shouldn’t seep the floor. at tet holiday.

- We shouldn’t break things.

- We shouldn’t beat each other …

4. Consolidation: - Teacher gets students to retell the aims of the lesson.

5. Homework: - Prepare for the next lesson: Unit 6: Skills 1.

- Do exercise C1, 2 (p.42, 43) (Workbook). _________________________________________________________________________

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Pre: 06/12/2018 Period 48:

UNIT 6: OUR TET HOLIDAY Lesson 5: Skills 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to get to know about New Year in some countries; talk about Tet activities and traditions.

- Skills: Speaking & reading.

- Attitude: Help Ss to work hard and love the country more through Tet holiday.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: Chalks.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

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2. Oral check: - Talk about Tet Holiday.

- Do exercise C1, 2 (p.42, 43) (Workbook) on board.

3. New lesson: T & SS’ activities Contents A. Warm up: Tell something about Tet holiday in some countries.

Tet in Thailand, Japan or Scotland…

B. Presentation: I. Reading - Ask Ss to look at the pictures of the children 1. Children …. Read the passage. and the names of the countries. a. Vocabulary: ? Which countries are we going to read - strike (v): đánh about?

- midnight (n): lúc nửa đêm ? Do you know how the children in these - move (v): di chuyển countries spend their New Year? What do - backwards (adv): về phía sau they like or believe?

- succeed (v): thành công - Get Ss to read the text, underline words they - shrimp (n): con tôm do not know.

- bow (v): cúi chào - Present some new words.

2. Matching - Checking Voc: R.0.R Key: 1C 2A 3B 4C 5B 6C - Get Ss to read the texts again to do this task in pairs.

- Teacher checks with whole class.

3. Test your memory - Get Ss to close all their books.

Keys: Appear: a-b-c-e-f-g-i - T gets 2 Ss to go to the board and write the Don’t appear: d-h-j answers.

- Teacher check with whole class.

II. Speaking 4. The following practice …New Year.

- Get Ss look back the pasages in 1 then read Eg: - I won’t go to the Time Square to the activities given to talk about what they welcome the New Year.

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- I will have a time full of fun.

- I will get lucky money from my grandparents.

- I won’t give my cousin a cat as a present.

- I will …

2. Free activitiy - cleaning up our whole houses will get rid of all those bad lucks in the previous - Ss tick what they should or shouldn’t do at year. After the New Year’s day, we will Tet. not sweep our houses on the very first day - Encourage Ss to use “I agree”, “Yes, we or else the new luck will be brushed off. should”, or “I don’t think so”...

- Vietnamese/Chinese people pay respect - SS talk freely under controlling by the first to their ancestors. They go to temples teacher. and pray for prosperity for the New Year.

3. Discuss what you should or shouldn’t do at Tet. A: We should make a wish.

B: I agree. But we shouldn’t get up early.

A: No, we shouldn’t. We should invite friends home, shouldn’ we?

B: Yes, I think we should.

4. Consolidation - Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 6: Skills 2.

- Learn by heart all the new words - Do Ex D1, 2, 3 (WB) _________________________________________________________________________ Pre: 11/12/2018 Period 49: UNIT 6: OUR TET HOLIDAY Lesson 6: Skills 2

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will do or won’t do this year.

- Ss talk about New Year beliefs in Vietnam and in other countries they know without putting emphsis on whether the belief is right or wrong.

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I. OBJECTIVES - Knowledge: By the end of the lesson Ss will be able to listen to get information about shopping for Tet; write complete sentences from prompts and write a short guided passage.

- Skills: listening and writing skills.

- Attitude: Help Ss to work hard and love the country more through Tet holiday.

- Competences: Communication, creation, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: Chalks, disc & cassettee.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

6A 6B 6C 6D

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Contents

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- Shoud make a wish …

- Shouldn’t break …

I. LISTENING 1. Listen and tick the things they will buy: Key: 1. peach blossoms 3. new clothes 4. a tie 5. sweets 7. chocolate biscuits

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2. Oral check: - Talk about Tet Holiday.

- Do Ex D1, 2, 3 (WB) on board.

3. New lesson: T & SS’ activities A. Warm up: Chatting - What should we do at Tet Holiday?

- What shouldn’t we do at Tet Holiday?

B. Presentation: - T lets Ss look at the list and read them aloud. Make sure they pronounce the words correctly.

- T plays the recording and asks Ss which words from the list they can hear. Draw Ss’ attention to the positive and negative forms of the verbs and other signals for positive/negative answers.

Eg: Yes, dear./ We don’t. No, dear...

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2. Write the name os the things they will buy for the people given: - Ask Ss to look carefully at the list of Key: things Mai and her mother will buy.

1. clothes - Get Ss to focus on the list of people in 2. a tie exercise 2 while listening.

3. some sweets II. WRITING 3. Write an e-mail to a friend about your - T elicits the use of “will/won’t”, Tet holiday. “should/shouldn’t” from Ss.

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Dear Trang Linh, I feel very happy and excited. Our Tet is coming.

This year I will dress beautiful clothes. I will visit my relatives and invite my friends’ home.

- Teacher may allow advanced students to I won’t play games all night and break get out of the framework and write as they things. I also won’t set off firecrackers. like.

At Tet, people should behave well and give each other best wishes.

- Ss work individually, and then compare People shouldn’t drink too much wine, the answers with their partners. especially when driving.

Write to me soon, Love, Ngoc 4. Consolidation - Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 6: Looking back & Project.

- Learn by heart all the new words - Do Ex E1, 2, 3, 4 (WB). _________________________________________________________________________

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- Ss write an e-mai to a friend about their Tet holiday including what they will and won’t do. Also include things people should and shouldn’t do.

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Pre: 11/12/2018 Period 50:

UNIT 6: OUR TET HOLIDAY Lesson 7: Looking back and project

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to help students recycle the language from the previous sections and link with the topic: Our Tet holiday; Know how to make a wish in English and use imagination to talk about their incredible dreams.

- Skills: listening and writing skills.

- Attitude: Help Ss to work hard and love the country more through Tet holiday.

- Competences: Describing what people do at Tet Holiday.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: Chalks.

III. TEACHING PROCESS 1-Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A / 6B 6C 6D 2. Oral check: - Talk about Tet Holiday.

- Do Ex E1, 2, 3, 4 (WB) on board.

3. New lesson: A. Warm up: Tell something about Tet holiday.

B. Presentation: T & SS’ activities Contents - Ss work individually to do exercises. I. Vocabulary: - Asks Ss to compare their answer with 1. Matching: their partner 1. j 2. e 3. d - Gives the answers 4. c 5. i 6. f - As above, Ask Ss to work 7. h 8. g 9. a individually to complete the sentences.

10. k 11. b 12. l

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- Asks 5 volunteers to stand in front of the class.

- Take in turn to read aloud each phrase from the list. The quickest student with the right answer gets one point for one right answer.

- The student with the highest score wins Show Ss a picture of New Year in Thailand and asks if they could still remember anything about New Year Festival in Thailand.

- Asks Ss to write full sentences - Checks with the whole class

2. Play game: About or not about Tet. Volunteer 1: make a wish S: about Tet Volunteer 2: buy present S: not about Tet …………………………

When is New Year Festival in Thailand?

What is the weather like?

Will people throw water at each other?

How can you travel in Thailand?

II. Grammar 3. Will/ will not.

It is in April.

It is very hot

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Yes, they will - Write complete sentences what Phong by car, bus…. will/ won’t do This year Phong will travel to Thailand by plane.

He will wear shorts and a T-shirt. He will throw water at others and he will get wet. He will watch the elephants in Thailand.

- T elicits the language being practiced Phong won’t stay at home, he won’t eat banh in this activity: model verb " shou;d/ chung in Thailand. He won’t get lucky money. shouldn’t".

He won’t wait for the first footer in Thailand.

- T asks Ss look at the summary first 4. Listen and fill in the summary with should and then to listen and fill in the blank or shouldn’t individually.

- Ss can share answers with their 1. should 2. should 3. should partners.

4. shouldn’t 5. shouldn’t 6. should - Gives feedback and retell how to use “should/ shouldn’t”

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- Gives the meaning of some words: good health, success, long life - Asks Ss to practise to make a wish Wish you + noun

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- Guides Ss to different kinds of dreams fro themselves and for others.

Encourages Ss to have dreams which might be impossible to become true.

(Tet will be longer, I will fly to the moon…)

- Write the dreams on a piece of paper and read aloud.

(Ss may do this at home)

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III. Communication: make sentences with: WISH YOU ….

I wish you a good health.

I wish you great success I wish you a long life.

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5. Rearrange the words to make New Year wishes and greetngs o I wish you a Happy New Year. o Have a great year with your studies. o I wish you success in your career. o I wish you a joyful year.

IV. Project: I have a dream

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4. Consolidation: - Summarize the main point of the lesson.

5. Homework: - Prepare for the next lesson: Review 2: Language.

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- Skills: four skills.

- Attitude: Help Ss to revise all the knowledge they have learnt.

- Competences: Using the main structures and some main points of grammars in the first semester well and effectively.

II. PREPARATIONS

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- Materials: Textbook, and lesson plan.

- Equipment: Chalks.

III. TEACHING PROCESS 1. Class settlement: Absence Teaching date

Class

Attendance

6A 6B 6C 6D

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Non permission

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Period order

2. Oral check: - Talk about Tet Holiday.

- Repeat some main points of grammars.

3. New lesson: T & SS’ activities A. Warm up: Brainstorming: - Have Ss work in 2 teams.

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Contents polluted adjectives

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- Ss write as many words as possible.

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long B. Presentation: - Tell the Ss the first tongue twister for I. Language. practising the sopunds/ i/ and /i:/, the 1. Pronuciation: second sounds /t/and /st/ and the thirt 1. Read these tongue twisters. sounds /s/ and /∫ / - Play the tape - Have Ss practise individually, in pairs

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II. Vocabulary.

2. Find in the box … provided.

- Play game: “Race to the board” 1. small 2. noisy 3. cheap - Guide the rules to play.

4. low 5. sad 6. hot/desert 8. short - Asks Ss to write down on their 7. unimportant 9. clean 10. boring notebook.

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- Asks Ss to close their books - Reads the definitions and have Ss guess the words.

- Asks Ss open their books and check Gives answer key.

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- Write the words in bold in activity 3 in the correct group - Asks Ss to put the words in bold in activity 3 in their appropriate group.

Allow ss to work together for this task Give the answers - Do the first sentence with Ss as a model.

3. Choose the correct word for... definitions.

1. square 2. first footer 3. waterfall 4. shop 5. museum 6. desert 7. wish 8. lucky money 9. mountain 4. Write the words in bold form. a. square, supermarket, school, shop, theater, museum b. desert, rocks, forest, mountain c. wish, greet, lucky money, new clothes III. Grammar.

5. Rewrite the sentences… superlative of adjs. a. Viet Nam is much hotter than Sweden. b. The Andes is the longest mountain range in the world. c. A car is often more expensive than a

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- Ask them to indentify the adjective - Asks them to give the opposite then ilicit the new sentence beginning the the subject “Viet Nam…”

motorbike. d. HCMC is noisier than Hoi An e. The air in the city is often more polluted than the air in the countryside. f. Ba Be Lake is the largest natural lake in Viet Nam. 6. These are …. Shouldn’t complete the sents.

1. should 2. should 3. should 4. shouldn’t 5. should 6. should

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- Asks Ss some questions: - How often do you online?

- What do you do online?

- Tells Ss the Internet is useful, but sometimes it can be dangerous because it is difficult to say if the information they receive can be trusted.

(CEOP is a police agency (sở) of the UK government, which helps reduce child exploitation and protects children when they go online) 7. Complete the text … will/ will not.

- Asks Ss to complete the passage and 1. won’t be 2. will be 3. will celebrate 4. will spend 5. will visit 6. will take then read the passage 8. won’t cook 9. will have - Asks Ss to work in pairs to match the 7. will go questions with the replies to make mini D. Everyday English dialogue and practise saying the 8. Choose the best … questions in pairs.

1. a 2. c 3. f 4. b 5. d dialogues together.

4. Consolidation - Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Review 2: Skills.

- Do the “Test yourself 2”: Exercise 1- 8 (P.48- 51 WB) _________________________________________________________________________ Pre: 15/12/2018 PERIOD 52: REVIEW 2

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to review skills (reading, speaking, listening & writing they have learnt from unit 4-5-6 by doing exercises.

- Skills: four skills.

- Attitude: Help Ss to practice the skills that they have learnt.

- Competences: Using the main structures and some main points of grammars in the first semester well and effectively to speak the topic of the units.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: Chalks, disc and cassette.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission

6A 6B 6C 6D

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2. Oral check: - Talk about Tet Holiday.

- Repeat some main points of grammars.

3. New lesson: T & SS’ activities A. Warm up: Brainstorming: - Have Ss work in 2 teams.

Contents - Some natural wonders in Viet Nam as well as around the world.

- Ss write as many words as possible.

B. Presentation: - Ss do individually and check their answers with a partner before giving their answers to T. T confirms the correct answers - T checks Ss’s answers .

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I. Reading 1. Read the website about Singapore…

KEY: 1. The Zoo, Night Safari, Jurong Bird Park 2. Chinatown, Kampong Glam, Little India 3. Art Retreat, NUS Museum, Red Dot Design Museum.

4. Resort World Sentosa.

- Have Ss underlind the key content 2. Read the website … the headings. words in each paragraph and ask them in KEY : which topic these content words are.

A. e B.d C.c D.a

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- Ss do this exercise individually then compare their answers with a partner, T checks Ss’s answers.

3. Answer the questions.

KEY : 1. Rainforest, gardens, parks, the Zoo, Night Safari, Jurong Bird Park.

2. They have impressive art collections, some of which are among the best and finest from all over the world.

3. They happen all year round.

4. They can have adventurous activities, visit historical monuments, or go to Resorts World Sentosa.

II. Speaking: 4.Work in pairs. Ask your partner if she/ he has a chance to go to Singapore, which place he/ she wants to go to and why.

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- Have Ss look back at the places mentioned in the website above.

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- Tell them which place you would like to go to and explain why.

- Ask Ss to do the same with their friend.

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- T plays the recording once for Ss to listen.

- Play the recording again for Ss to check their answers. Announce the answers to Ss - Ask Ss to go through the statements.

Ask them to identify key words that carry important information.

- Play the recording again, ask for answers and encourage Ss to give reasons for their answers.

III. Listening: 5. Listen to Mai’s family talking to travel agent about treir trip to Singapore. When do they want to go there?

KEY: Mai’s family will go to Singapore at Tet. 6. Listen again. Decide if these statements are true or false.

KEY: 1. F (They will stay there for 5 days) 2. F ( There’s not much shopping.)

3.T 4.T 5.T 6.T D. Writing: 7. Write sentences of a website introducing

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- Ask Ss to look at the website 1 again for the city/town where you live or the nearest the format and the contents. city/town to where you live. Choose four of - Go through each heading with Ss and the headings to include in your writing. brainstorm the information that your city/town or the nearest city/town to where you live.

4. Consolidation - Teacher sumarise and review unit 4, 5, 6.

5. Homework - Review unit 1-6.

- Prepare for the first semester test. _________________________________________________________________________ Pre: 18/12/2018 Period 53:

TEST FOR THE FIRST TERM

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use and apply the language knowledge that they have learnt during the first semester to do the tasks confidently and independently; check Ss’ knowledge - Grammar: The simple present & present continuous for future meaning, ways to describe personalities and appearance.

- Skills: Listening: Listening for the information Reading: Read the passage for specific information Writing: Sentence building and sentence transformations Speaking: Talk about personal information and talk on topic given: + Decribe a close friend + Talk about your house + Talk about Tet holiday - Competences: By the end of the test, ss will be evaluated about their attainment of English on the four skills II. PREPARATION - Content of the test / photo papers Questions: (Attached later) III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: 3. Written test: The 45 minute test.

- T gives ss the copies without explaining anything.

- Ss do the tests seriously and independently in 45 minutes.

4. Consolidation: - Collect the papers; Remark the test.

5. Homework: - Review the test

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_________________________________________________________________________ Pre: / /2018 Period 54: TEST CORRECTION

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I. OBJECTIVES - Knowledge: Help sts check their knowlege about the newwords and grammars from unit 4 to unit 6.

- Skills: speaking, listening, reading & writing skills.

- Education: Know the importance of the revision and encourage SS to study harder. *Attitude: Teach Ss tobe strict and honest *Competences: Being able to do the exercises well.

II. PREPARATION - Material: questions and answers - Equipments: test papers III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Checking the old lesson: - Talk about your English speaking contest.

- New words 3. New lesson: A. General comments * Praise the Ss with the highest marks: 6A: ………………………………………… 6B: …………………………………………

6C: ………………………………………… 6D: ………………………………………… * Encourage the weak Ss to try harder.

6A: ………………………………………… 6B: …………………………………………

6C: ………………………………………… 6D: ………………………………………… * Most common mistakes: - Listening: …………………………………………………………………… ……………………………………………………………………

- Phonetics: …………………………………………………………………….. …………………………………………………………………....

- Grammar: …………………………………………………………………… ……………………………………………………………………

- Reading: …………………………………………………………………… ……………………………………………………………………

- Writing: …………………………………………………………………… ……………………………………………………………………

B. Keys and marks (Attached later) 4. Consolidation - T recollects the test paper and remarks the test then take marks 5. Homework - Redo the test and review at home. ________________________________________________________________________

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HỌC KỲ II Pre: 06/01/2018 Period 55:

UNIT 7: TELEVISION Lesson 1: Getting started

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I. OBJECTIVES - Knowledge: By the end of this lesson, students will be able to listen and read the dialogue between Phong and Hung to understand the details then do some more tasks to understand more about TV. + Vocabulary: stupid, entertaining, educational, schedule, comedy, channel.

- Skills: Practice and develop lisening, reading and speaking skills .

- Atittude: Ss have active attitude in reviewing language, political thought and moral sence: educate students should spend time on watching TV suitably and they will be interested in learning English more.

- Competences: To develop Ss’ communication ability.

II. PREPARATION Materials: Text book, cards, cassettes.

III. TEACHING PROCEDURE: II. PREPARATION - Materials: Textbook, and lesson plan.

- Equipment: Cassette player, tape.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A 6B / 6C 6D 2. Oral test - T checks ss’ preparation for the new lesson 3. New lesson: A. Warm-up: chatting - T asks Ss some questions Do you have a TV at home?/ Do you usually watch TV? Which programmes do you watch?/ Do you like watching TV? Who do you usually watch TV with?

- Ss answer freely.

B. Presentation: Teacher and students’ activities Main content * Pre – reading: + Set the scene: * Vocabulary: - T shows the picture in the textbook P. - stupid (adj): đần độn, ngớ ngẩn 6 then asks Ss some questions. (examplanation) T: Who are they ?

- entertaining (adj) : có tính chất giải trí Ss: Phong and Hung (example) What are they talking about? - TV - educational (adj): có tính giáo dục - Ss answer freely. (example) - T says: Yes, You are going to listen - schedule (n): chương trình, lịch trình and read the conversation between (realia) 1

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- comedy (n): phim hài (example) (example) - channel (n): kênh => Checking vocabulary: R.O.R

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+ Answer key: 1. VTV 3 2. Mr Bean, Tom and Jerry

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Phong and Hung, talking about television.

- T writres two questions on the board.

1. Which channel are they talking about?

2. Who are they talking about?

- T runs through the question.

- T asks Ss to guess the answer.

- T models. VTV3 * While - reading * Activity 1: - T says: You’ll listen and read the dialogue.

- T gives the instructions: You look at the dialogue then listen to the tape and check your prediction.

- T turns on the tape twice.

- Ss listen and read.

- T calls two good students to read again the dialogues.

- T asks the others to correct.

- T corrects Ss' mistakes.

- T gives the instructions: Read again the dialogue and check again your prediction.

- T models one.

1. VTV3 - T checks Ss’ understanding.

- Ss do individually then they compare with their partners.

- T gets Ss’ answers - T corrects, * Activity 2: - T shows the poster with 5 questions on the board.

2. Comprehension questions 1. What is Hung’s favourite TV programme ? 2. What channel is Laughing out Loud on ? 3. Are Laughing out Loud and Mr Bean on the same time?

4. Why doesn’t Phong like Mr Bean?

5. What does Phong say about Tom?

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- T runs through the poster.

- T gives the instructions: Read again the dialogue then answer the questions. You give short answers only.

- T models the first one.

1. Laughing out Loud - T checks Ss’ understanding. + Answer key: - Ss answer the questions individually 1. Laughing out Loud then compare with their partners.

2. VTV3 - T calls one by one student to give the 3. No, they aren’t. answers.

4. Because he is awful - T corrects.

5. Tom is stupid but fun.

3: Grids (Part 1 b p. 7 ) * Activity 3: Grids (Part 1 b p. 7) 2

Character

Mr bean Tom Jerry

Adjectives to describe each character. funny, awful stupid, funny intelligent

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* Activity 4: (Part 1 c p. 7) * Pair - speaking popular long educational boring funny good entertaining live

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- T gives the instructions: Which adjectives can you use to describe a TV programme you have watched? What programme is it?

- T models.

Cartoon programme is funny.

- T checks Ss’ understanding.

- Ss work in pairs and gives their ideas.

- T walks around to see and help Ss. - T calls some students to give their ideas.

- T and others Ss give comments.

Step 3: Post - reading * Matching. ( Part 2 p. 7) - T shows the words and the pictures in the text book part 2 p. 7 then runs through.

Mr bean Tom Jerry + Answer keys:

Adjectives to describe each character. funny, ...........

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- T gives the instructions: Read again the dialogue tthen find adjectives to describe each character.

- T models one.

- T checks Ss’ understanding.

- Ss work indilvidually in about 1 minutes then they compare with their partners.

- T gets Ss’ answers.

- T and Ss corrects. * Activity 4: (Part 1 c p. 7) * Pair - speaking - T shows the list of the adjectives then runs through.

Character

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- T draws the table on the board then runs through.

- T gives the instructions: Match the correct words in the box with the pictures.

- T models one. 1 - d.

- T checks Ss’ understanding.

- Ss do individually then compare with their partners.

- T gets Ss’ answers then corrects.

a. game show d. national television b. local television e. comedy c. animal programme f. news programme

+ Answer key: 1- d; 2- f ; 3 - b;

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4 - e;

5 - a;

6-c

* Gap - fill. + Answer key 1. national competition.

2. comedy 3. channels

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5. Cartoons 6. educational

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- T hangs the poster which has the contents of part 3 p. 7 on the board then runs through.

- T gives the instructions: Use suitable words to complete the sentences.

- T models the first one.

1. national - T checks Ss’ understanding.

- Ss work with their partners in their tables in about 2 minutes.

- T gets Ss’ answers by dividing the class into 2 groups. One by one student from each group comes to the board and writes the answer.

- T controls, corrects, gives marks then praises the winner.

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4. Consolidation: - Teacher gets students to retell the aims and the main contents of the lesson.

5. Homework: - Practice the dialogue, learn by heart vocabulary.

- Finish part 3 in the text book p. 7. + T asks Ss to write down two things that he / she likes about television and two things that he / she doesn’t like about it. Then they shares their ideas to their classmates. + T models: 1. Some programmes are boring.

2. There are many channels. + T checks Ss’ understanding.

- Do the exercises in the work book: 1, 2, 3 and 4 in part B p. 4 - 5.

- Prepare the new lesson: Unit 7: Lesson 2: A closer look 1 ________________________________________________________________________ Pre: 06/01/2019 Period 56: UNIT 7: TELEVISION Lesson 2: A Closer look 1

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I. OBJECTIVES - Knowledge: By the end of this lesson, students will be able to get some more lexical items related to television and practice to pronunce the sounds /θ/ and /ð/. + Vocabulary: stupid, entertaining, educational, schedule, comedy, channel.

- Skills: Practice and develope lisening and speaking skills.

- Atittude: Political thought and moral sence: Educate students to know how to spend time on watching TV and they will be interested in learning English more.

- Competences: To develop Ss’ communication ability.

II. PREPARATION - Materials: Textbook, and lesson plan.

- Equipment: Cassette player, tape.

III. TEACHING PROCESS 1. Class settlement 4

Period (Timetable)

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2. Oral test - Homework correction

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Main content Activity 1: Vocabulary. * Matching ( Part 1 p. 8 ) a. MC b. viewer c. TV schedule

d. weatherman e. newsreader f. remote control

+ Answer key: Picture 1. e : newsreader Picture 4. b : viewer Picture 2. c: TV schedule Picture 5. f : remote control Picture 3. a : MC Picture 6. d : weatherman

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Teacher and students’ activities Activity 1: Vocabulary. * Matching ( Part 1 p. 8 ) - T shows the words / phrases in the box then runs through.

- T also runs through the 6 pictures in part 1 p. 8.

- T gives the instruction: Match the pictures with the suitable words / phrases.

- T models one.

Picture 1. e : newsreader - T checks Ss’ understanding.

- Ss work with their partners in their table in about 2 minutes.

- T gets Ss answers and writes on the board.

- T asks Ss to listen to the tape and correct then repeat the words.

- T plays the record twice.

- Ss listen to correct and repeat the words / phrases.

- T calls some students to read again.

- T asks Ss to correct then T corrects. * Gap - fill (Part 2 p. 8) - T shows the poster that has the contents of part 2 p. 8.

- T runs through all the poster.

- T asks Ss to choose one suitable word in the box to cmplete each description.

- T models one.

1. weatherman - T checks Ss’ understanding.

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3. New lesson: A. Warm-up: chatting - T calls on one by one students (2 students ) stand in front of the class to talk about two things they like and two things they don’t like about television.

- T asks other students to give the comments then T corrects and gives marks.

- Ss answer freely.

B. Presentation:

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* Gap - fill (Part 2 p. 8) + Answer key: 1. weatherman 4. MC 2. newsreader 5. volume button 3. remote control 6. TV viewer

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* Group- working (Part 3 p. 8) + Some suggested answers.

1. newsreader: a person who reads news.

2. weatherman: a man who gives a weather forecast.

3. comedian: a person whose job is to make people laugh by telling jokes and funny stories.

4. TV screen: a large flat thing of a TV that you can look in to see all programmes 5. sport programme: is a programme which shows sports only such as football, volleyball, basketball ...

6. animal programme: is a programme which shows many different kinds of animals’ lives 7. TV schedule: a book which gives you information on a Tv programme.

Activity 2: Pronunciation /θ/, /ð/. * Listen and repeat then listen and choose (Part 4 and 5 p. 8)

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- Ss do individually then compare with their partners.

- T gets Ss’ answers by dividing the class into two groups. One by one students from each group comes to the board and writes one answer. T corrects, gives marks then praises the winners. * Group- working (Part 3 p. 8) - T shows the words then runs through. newsreader, weatherman, comedian, TV screen, sports programme, animal programme, TV schedule - T divides the whole class into 3 groups then T gives each group two words. T asks them to discuss and give the descriptions then read aloud.

- T models one.

1. newsreader: a person who reads news.

- T checks Ss’ understanding.

- Ss work in their groups in about 2 minutes.

- T asks Ss to read aloud the descriptions then the others try to guess what words they are.

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Activity 2: Pronunciation /θ/ and /ð/. * Listen and repeat then listen and choose (Part 4 and 5 p. 8) - T models the sound / θ / and / ð / first then draws their attention to the difference in the pronunciation of the two words.

- T asks Ss to listen and repeat the words. + Answer key: - T plays the recording twice. /θ / /ð/ - Ss listen and repeat ( Chorus then Thanksgiving, there, them, individually) anything, theatre, neither, weather - T asks Ss to listen to the tape again then earth, both, through than, feather write them in the appropriate columns.

- T models one, checks Ss’ understanding.

- T plays the record twice - Ss listen and do individually then they compare with their partners.

- T gets Ss’ answers then corrects.

Activity 3: Tongue Twister (Part 6 p. 8) - T shows the poster with the sentence on the Activity 3: Tongue Twister (Part 6 p. borad then runs through.

8) - T gives the instructions: Listen and practice The thirty-three thieves are thinking reading. You should pay attention to the of how to get through the security. sound /θ/ and /ð/.

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- T checks Ss’ understanding.

- T plays the record twice, Ss just listen.

- T plays the record again.

- Ss listen and practice reading twice.

- T calls one good student to practice reading.

- T divides the class in to 3 groups. Let Ss practice in about 2 minutes then T asks each group sends two students to take part in an competition.

- T and Ss listen, give comments, correct, give marks then praises the winner.

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4. Consolidation: - T asks Ss to repeat the main contents of the lesson: vocabulary, the sounds /θ/ and /ð/.

5. Homework: - Learn by heart vocabulary.

- Practice the sounds /θ/ and /ð/.

- Do the exercises: 1, 2 in A and 5, 6, 7 in B p. 4- 6 - Prepare the new lesson: Unit 7: Lesson 3: A closer look 2 ________________________________________________________________________ Pre: 06/01/2019 Period 57: UNIT 7: TELEVISION Lesson 3: A closer look 2

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I. OBJECTIVES - Knowledge: - By the end of the lesson, students will be able to use and practice “ Whquestions” and “Conjunctions” then understand more about television in Viet Nam. + Vocabulary: + Grammar: “ Wh- questions” and “Conjunctions” - Skills: Reading and Writing skills.

- Atittude: Political thought and moral sence: Educate students to know how to spend time on watching TV and they will be interested in learning English more.

- Competences: To develop Ss’ communication ability.

II. PREPARATION Materials: Text book, cards, cassettes.

III. TEACHING PROCEDURE: II. PREPARATION - Materials: Textbook, and lesson plan.

- Equipment: Cassette player, tape.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Homework correction.

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3. New lesson: A. Warm-up: chatting * What and where.

- T elicits the words from ss and writes on the board inside circles .

- T asks Ss to read all the words in chorus one time .

- T rubs out word by word but not the circles .

- Ss repeat the words and try to remember the words and the posisions of the words viewer

newsreader

volume button

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weatherman

remote control

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- T divides the class into two groups . Ss from each group come to the board and write the correct words into the correct circles .

- T corrects and praises the winner .

B. Presentation: Teacher and students’ activities Main content Activity 1: “Wh - questions” Activity 1: “Wh - questions” + Set the scene: Nga: Hi, Phong. What are you doing - T shows the picture in part 1 p. 9 and says: tomorrow?

This is Nga and Phong. They are talking Phong: I’m going to a book exhibition about their plan. with my parents.

- T shows the poster which has the contents Nga: Where is it? of the dialogue 1 on the board.

Phong: It’s in Giang Vo Exhibition Centre.

Nga: How long is it on?

- T asks Ss to read the dialogue then Phong: It’s on from the 14th to the 17th underline the question words. of January.

- T models one.

Question word It is used to ask - T checks Ss’ understanding. about ...

- Ss do individually.

When the time - T explains the use of “Question word”.

How the manner

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How many / often

* Gap - fill: (Part 2 p. 9) - T shows the box then runs through.

- T also runs through the three conversation in the text book p. 9.

- T gives the instructions: Use one of the question words in the box to complete the 8

What

the number / repetition the thing

Where

the place

Who

the person

Why

the reason

* Gap - fill: (Part 2 p. 9) When How often What Where Who

+ Answer key: 1. How often 2. What 3. Who 4. When 5. Where.

* Complete the conversation: (Part 3 p. 10) - T shows the poster which has the contents of part 3 p. 61 on the board then runs through.

- T gives the instructions: Complete the conversation about the Wingless Penguin with suitable words.

- T models one: 1. What - T checks Ss’ understanding.

- Ss do individually then compare with their partners.

- T gets Ss’ answers then corrects.

Activity 2: Conjunctions - T gives some model sentences on the board.

- T models - Ss chorus then individually.

- T explains the use of conjunctions: Some conjunctions such as: but, and, so, because, although, ... . They are used to connect words and ideas.

* Complete the conversation (Part 3 p.10) + Answer key: 2. What 3. How many 4. Why 5. What time / When

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conversations.

- T models one: 1. How often - T checks Ss’ understanding.

- Ss do individually then compare with their partners.

- T gets Ss’ answers then corrects.

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Activity 2: Conjunctions Most children like cartoons and comedies.

I enjoy sports, so I spend a lot of time outdoor.

Ha Noi small but beautiful.

I play sports because I want to be fit and active.

* Gap - fill: ( Part 4 p. 10) + Answer key: 1. and 2. but 3. Although 4. because 5. so

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* Gap - fill: ( Part 4 p. 10) - T shows the poster which has the contents of part 4 p. 10 on the board then runs through.

- T gives the instructions: Use but, and, so, because, although to complete the sentences.

- T models one: 1. and - T checks Ss’ understanding.

- Ss do individually then compare with their partners.

- T gets Ss’ answers then corrects. * Matching. ( Part 5 p. 10) - T shows the poster on the board then runs through.

- T gives the instructions: match the beginnings and the endings.

- T models one.

1- c - T checks Ss’ understanding.

- Ss work in pairs.

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* Matching. ( Part 5 p. 10) BEGINNINGS ENDINGS

1. Watching too much TV is not good 2. I will get up early tomorrow 3. Sometimes we read books 4. My little brother

a. so I can be at the stadium in time. b.but he cannot draw. c.because it hurts your eyes. d.she stayed at

- T gets Ss’ answers then corrects.

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can colour apicture home.

5. Although Ann e. and sometimes prefered going out we play sports. + Answer key: 2- a; 3- e; 4- b; 5 - d Activity 3: Further practice.

Activity 3: Further practice. *Pair - working *Pair - working - T sets the scene: How much do you know - The name of the national TV about television in Viet Nam? channel - T asks Ss to work in pairs, ask your - The time it broadcasts. partner questions to find out the following - The names of any TV programmes information: for children.

- The monthly cost of cable TV. - Your partner’s favourite TV person. + Possible answers: - What is the name of the national TV channel?

- How many hours does it broardcast ? / How long is it on?

- ( It depends on each student. ) - How much does cable TV cost per month?

- Who is your favourite TV person?

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4. Consolidation: - T asks Ss to repeat the main contents of the lesson.

5. Homework: - Learn by heart vocabulary.

- Study the grammar. Make more examples.

- Prepare the new lesson: Unit 7: Lesson 4: Communication. ________________________________________________________________________ Pre: 07/01/2019 Period 58: UNIT 7: TELEVISION Lesson 4: communication I. OBJECTIVES - Knowledge: By the end of this lesson, students will be able to talk about television and TV programmes. + Vocabulary: clumsy, cute, mini - series, entertain… + Grammar: ss review some conjunctions - Skills: Practice and develop reading and speaking skills .

- Atittude: Ss have active attitude in reviewing language, political thought and moral sence: educate students should spend time on watching TV suitably and they will be interested in learning English more.

- Competences: To develop Ss’ communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS

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1. Class settlement Period Date (Timetable)

Class

Attendance

6A 6B 6C 6D

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2. Oral test - Ss Name the question word you learnt. How do you use them?

- Name and talk about the use of the conjunctions you learnt 3. New lesson: A. Warm-up: chatting - T asks Ss some questions Do you like watching TV? Can you tell me some TV programme for children?

- Ss answer freely.

B. Presentation: Teacher and students’ activities Main content I. Pre-Speaking: I. New words * Preteach the vocab - clumsy (adj): vụng về - Teacher uses different techniques to - entertain [,entə'tein](v): giải trí teach vocab (situation, explaination) - mini-series (n): A miniseries (also mini- Follow the seven steps of teaching series) is a television show that tells a vacab. single story in a limited number of - Repeat in chorus and individually episodes.

- Copy all the words - human (n): con người * Checking technique: Slap the board - educate ['edju:keit] (v): giáo dục + education (n) * Gap fill: Ex1 P. 11 Keys: - Ss work in pairs.

1. Japan 2. Viet Nam 3. Iceland 4. The USA 5. Finland 6. Britain.

II. While speaking * Discussion: - Teacher lets Ss to talk freely, do not Educational vs educate? correct Ss’ answer.

Small children vs kids?

- groups work of 4 each.

Child: a boy or girl from the time of birth * Reading: Ex 3a - Teacher asks Ss to return Ex2 and see if until he or she is an adult, or a son or they want to change any of their previous daughter of any age.

Kid: (informal) a child. answers.

- Ss read about the two programmes and - Ex 3b: Let Ss read the text whlie they tell their group which one they prefer and answer the questions. why.

- Teacher gives feedback.

III. Post speaking * Work in group - Teacher allow Ss 3 minutes to choose the programme they prefer and prepare for their speaking 11

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4. Consolidation: Teacher retells main points of the lesson.

5. Homework: - Prepare for the next lesson: Unit 7: Skills 1.

- Learn by heart all the new words - Do Ex C1, 2 (WB) ________________________________________________________________________ Pre: 10/01/2019 Period 59: UNIT 7: TELEVISION Lesson 5: Skills 1 I. OBJECTIVES - Knowledge: By the end of this lesson students can: + Read a TV schedule and descriptions of famous children's programmes for specific information + Talk about a favorite TV programme.

- Skills: Practice and develope reading and speaking skills.

- Atittude: Encourage Ss to choose useful programme to see.

- Competences: To develop Ss’ communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Write vocabulary.

- Read about two famous TV programmes for children again.

3. New lesson: A. Warm-up: chatting - T asks Ss some questions What do you often do in your free time?

Do you like watching TV? What kind of programes on TV do you often watch?

Do you kike cartoon?

What about Tom and jerry?

I think it is an interesting film. Do you agree with me?

B. Presentation: Teacher and students’s activities Main content 1. Presentation I. Reading - T asks Ss reads part 1 and find out new 1. Read the schedule for the World! words * New words T explains the new words - documentary (n) [,dɔkju'mentəri] - Pacific Ocean (n) [pə'sifik'ou∫n] - Ss read all new words - race (n) - Have some Ss read in front of the class.

- test (v) - universe (n) ['ju:nivə:s] 12

It starts at 8.00 It is about life in the Water It starts at 11.30 It is about Wheelbarrow Races

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+ Wheelbarrow + The Parrot Instructor + Yes, we can + A documentary about the colorful living world in the Pacific + No, it isn't.

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- T asks Ss to read the part one again - T asks some questions and Ss answer + What time does the animal start? + What is the content of the animals programme? Or What is the animals about?

What time does the sport start?

What is the sport about?

What time does the game show start?

What is the game show about ?

What time does the science start?

What is the science about?

What kind of programe do you like best?

Why? Do you often watch this programe ?

When?

Who do you watch with?

2. Practice - Ss do this task in pairs - Check in pairs - Have some pairs of Ss ask and answer before the class.

1.What is the event in the Sports programme today?

2. What’s the name of the comedy?

3. Can we watch a game show after 10:00?

4. What is the content of the Animals programme?

5. Is jupiter the name of a science programme?

- T corrects - Have two Ss write the answer on the board again - Another Ss copy in notebook * T asks Ss to read the information in part 3

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- Ss find out information and underline them.

- Have some Ss do in front of the class.

- Ss remarks and T give correct key.

T asks Sts: Do you like TV? What do you often watch on TV? What is your favourite programme?

Why do you like it?

- T gives a topic: "Tell your group about your favorite TV programme." Your talk should include the following information:

3. Read the information about the people below and choose the best programme for each. a. Phong: Science: Journey to Jupiter b. Bob: Comedy: The Parrot Instructor c. Nga: Game show : Children are always right d. Minh: Sports: Wheel barrow Races e. Linh: Animals: Ocean life II. Speaking:

* Work in groups Tell your group about your favorite TV programme. Your talk should include the following information: 13

the name of the programme

the name of the programme

the channel it is on

the channel it is on

the content of the programme

the content of the programme

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the reason you like it the reason you like it - Teacher asks Ss to work in pairs - One S asks and one S answer - Have some Ss talk in front of the class.

- T can write on the board the name of each S's favorite programme Production: -Talk about a favorite TV programme.

The name of the programme->the channel it is on -> the content of the programme-> the reason you like it 4. Consolidation: - Teacher retells main points of the lesson 5. Homework: - Prepare for the next lesson: Unit 7: Skills 2.

-Learn by heart all the new words - Do Ex D1, 2, 3 (WB). _______________________________________________________________________ Pre: 20/01/2019 Period 60: UNIT 7: TELEVISION Lesson 6: Skills 2

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Listen for specific information from a recommended TV schedule.

- Write a short guided passage about one’s TV-watching habits. + Vocabulary: TV programmes. + Grammar: “Wh- questions” and “Conjunctions” - Skills: Practice and develope reading and speaking skills.

- Atittude: Encourage Ss to choose useful programme to see.

- Competences: To develop Ss’ communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - During the lesson.

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3. New lesson: A. Warm-up: Networks: TV programmes

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I. New words - giraffe [dʒi'rɑ:f](n): Hươu cao cổ - squirrel ['skwirəl](n): Con sóc - spotted ['spɔtid](adj): lốm đốm - compare [kəm'peə] (v): So sánh - habit ['hæbit](n): thói quen - comment ['kɔment](n,v): Bình luận II. Listening 1. Listen and tick.

Music: Green Gree Summer Cartoon: The Red Spotted

Squirrel Film: The Lonely Giraffe

Home and Garden: How to

Make a Dog House Our World: The old Town of

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Listening.

- Give Ss 2-3 minutes to read the schedule. Ask Ss to read aloud to check on their pronunciation.

- Play the disc twice. Ss listen, focus only on the information they need, and tick.

- Teacher give feedback.

- Let Ss read the sentences first.

- Play the recording again, pause the recording after each sentence. Ss listen carefully to do the exercise.

- Teacher give feedback.

Main content

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B. Presentation: Teacher and students’s activities Pre teach - Teacher uses different techniques to teach vocab (situation, explaination) - Follow the seven steps of teaching vacab. * Checking technique: Slap the board

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Weekend meeting

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Writing.

- Let Ss read the questionare and choose the most appropriate answer for him/her.

- Check on Ss’ answers.

- T helps Ss organize their ideas for writing then asks them to look at the suggested structure for the writing.

2. True or False?

1F 2T 3F

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III. Writing 3. What are your TV-watching habits?

Suggested writing: I do not watch much TV. I only spend one or two hours a day watching TV. I spend most of my free time on outdoor activities. I usually watch the VTV news on VTV1 channel. I usually turn off the TV when I do not watch it. I think I have good TV watching habits.

4. Consolidation: - T asks Ss to repeat the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 7: Looking back & Project.

- Do Ex E1, 2 (WB) ________________________________________________________________________ 15

Pre: 22/01/2019 Period 61:

UNIT 7: TELEVISION Lesson 7: Looking back & Project

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Revise and make the use of all the target knowledge in unit 7.

- Do a project about the importance of TV. - Skills: Practice and develop listening, listening and writing skills .

- Atittude: Political thought and moral sence: Educate students to know how to spend time on watching TV and they will be interested in learning English more.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - During the lesson.

3. New lesson: A. Warm-up: Networks:

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viewers

B. Presentation: Teacher and students’s activities I. Vocabulary.

-Ask Ss write the words in the right column.

- Correct mistakes.

- Repeat the words.

Ask Ss to read the text and fill in the gaps.

- Correct

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- Ss to name some question words they learnt.

- Ss to look at the answers and decide which question word is to be used.

-Give feedback and the correct answers.

II. Grammar.

3. Make question for each answer.

1. How many 2. What 3. Why 4. Who 5. When 16

-Ss do Ex individually.

- call some Ss to do it on the board.

- Correct.

- Ss do this task individually then compare the answers in pairs.

- T checks and give feed back.

- Ss practise the conversation in pairs.

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- Ss use the target language they have learnt and the conversation in 5 to make their own conversation.

4. Connect sentences.

1. Ocean Life is on at 7.30 and Laughing out Loud will follow at 8.00.

2. I have watched The Seven Kitties many times because I like the film so much.

3. BBC One is a British channel but VTV6 is Vietnamese channel.

4. Although Along The Coast is a famous TV series, I have never watched it.

5. I have a lot of homework to do tonight, so I can’t watch Eight Feet Below.

III. Communication 5. Rearrange sentences to have a complete conversation.

Key: A-C-B-D-F-H-G-E-I-K 6. Make a conversation:

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- Ss do the exercise individually.

**PROJECT - Ss work in groups, interview their friends using the given questions.

- Ss report their result to the class.

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4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 8: Getting started. ________________________________________________________________________ Pre: 22/01/2019 Period 62: UNIT 8: SPORTS AND GAMES Lesson 1: Getting started

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Listen and read for specific information then practice listening and speaking with the lexical items related to the topic "Sports and Games".

- Skills: Practice and develop listening, reading and speaking skills .

- Atittude: Ss have active attitude in taking part in sports and games - Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test 17

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- 2 Ss present the project.

3. New lesson: A. Warm-up: Chatting + Do you like sports? + Which sport do you like best? + When do you usually play it? + Which channel do you usually watch it on TV? + Who do you play it with?

B. Presentation: Teacher and students’s activities Main content * Presentation: I. New words - Ss look at the picture and asks: - gym [dʒim] n Trung tâm thể + Who do you see in the picture? dục + Where are they?

- congratulations n Xin chúc mừng + What do you think they are talking [kən,grætju'lei∫nz] about?

- fit adj Khỏe mạnh - T plays recording, ss listen and repeat.

- equipment n Thiết bị, dụng - Ss practice reading in pairs cụ [i'kwipmənt] - Some ss read aloud -volleyball n Bóng chuyền - T explains some new words if ['vɔlibɔ:l] necessary n Môn trượt tuyết - skiing - (be) good at adj Giỏi về

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II. Getting started 1a. Answer the questions + Duong can play table tennis + Mai is going to learn karate. + Because the equipment is morden and the people are friendly. + At the karate club. * T gets Ss refers Ss to the conversation 1b. Find these expresssions in the to find the phrase conversation. Check what they mean.

- Practise saying them together. + wow - T explains the meanings to the Ss Eg: + Wow : used to express surprise. + S1:This is my new school. + Congratulations: used to congratulate S2: Wow! This school is great! sb/ st to tell sb that you are pleased about + Congratulations their success.

Eg: + Great: it is used to show admiration. + S3: Last week, I got a lot of good marks + See you then: used when you say in Math. goodbye.

S4: Congratulations. You are a good student. + great - T plays the recording. Ss listen and + See you then repeat.

Eg: - T checks and corrects their + S5: Hello. How are you pronunciation.

S6: I'm fine , thank you.

- T gives Ss the meaning of the words.

S5: This weekend is free. Would you like to go to the cinema with me? * Practice - Ss work in pairs (3 minutes) - two Ss write the answers on the board.

- T corrects.

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5. Complete the sentences with the verbs: play, do, go, wacth, like.

1. do 2. is watching 3. goes 4. likes 5. played

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- T corrects * Ss do this task individually.

- some Ss do in front of the class.

- Some Ss may write the answers on the board.

- T gives them the correct answers.

- T calls some Ss to read this task again.

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*Ss read the words in part 2 again.

Ss work in pairs - T asks Ss to put the words from 2 in the correct groups.

- some Ss write on the board.

3. Using the words in 2, name these sports and games.

1. cycling 2. table tennis 3. running 4. swimming 5. chess 6. skiing + A sport: an activity that you do for your pleasure and that needs physical exercise + A game: an activity or a sport with rules in which people or teams compete against each other.

4. Put the words from 2 in the correct groups.

- Play: chess, table tennis, volleyball, tennis.

- Do: boxing, aerobics, karate.

- Go: fishing, cycling, swimming, running, skiing

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* Watch out - T help Ss differentiate between a sport and a game.

S6: Ok. What time?

S5: At 7.30 in front of the cinema.

S6. Great. See you then 2. Listen and repeat these words and phrases

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Matching - Teacher gives feedback.

6. Work in pairs. Ask and answer the questions. * Note - If your answers to the questions mostly “A”, you are sporty. If your answers mostly “B”, do more sport and try to be more attractive.

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* Production * Let Ss work in pairs asking and answering the questions - Encourge Ss who finish early to think of more questions that could be on the quiz.

- Some of the groups may report their results before the class.

- T may want to find out how sporty the class is and write the results on the board.

4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 8: Closer look 1.

- Learn by heart all new words - Practice: Listen and read more at home _______________________________________________________________________ 19

Pre: 23/01/2019 Period 63:

UNIT 8: SPORTS AND GAMES Lesson 2: A closer look 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: pronouce correctly the sounds /eə/ and /iə/ in isolation and in context; Use the lexical items related to the topic “Sports and games”. + Vocabulary: Sports and games + Grammar: Use the combination: go, play, do + N/V-ing. + Pronunciation: /eə/, /iə/.

- Skills: Practice and develop listening, reading and speaking skills .

- Atittude: Ss have active attitude in taking part in sports and games - Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - T gets one student to go to the board to write new words - T gets the other student to read the dialogue and answer the questions.

3. New lesson: A. Warm-up: Chatting B. Presentation: Teacher and students’ activities Main content I. Vocabulary 1. Listen and repeat these words: * T plays the recording (Activity 1). Ss 2. Matching (Act 2 P.18) listen and repeat.

- Key: - Some ss read aloud 1. bicycle 2. a ball - Ss work individually then compare in 3. sports shoes 4. skis 5. a boat 6. a racket pairs. T checks then gives feedback.

7. a skateboard 8. goggles

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- Ss work individually then compare in pairs. T checks then gives feedback.

- T explain the words ss do not know

T notices the way to read the sounds.

- T plays the recording. Ss listen and repeat.

3. Matching (Act 3 P.18) Key: 1c - 2d - 3a - 4e - 5g - 6h - 7b - 8f -goggle (n) ['gɔgl]: Kính (bể bơi) - racket (n) ['rækit]: cái vợt - skateboard (n,v) ['skeitbɔ:d]: Ván trượt; trượt ván - boat (n): con thuyền - feather (n) ['feđə]: lông vũ - Sphere (n) [sfiə]: hình cầu 20

II. Pronunciation /eə/ and /iə/ Practise sounding out the sounds /eə/ and /iə/ together.

4. Listen and repeat.

T plays the recording. Ss listen and 5. Listen again and repeat the words. repeat sentence by sentence. Ss Key: regognize the two sounds the underline 1A - 2C - 3B - 4A - 5B - 6A the word in the sentences.

6. Listen and repeat. Pay attention to the bold-typed parts of the words.

1. fair 2. hear 3. idea 4. square 5. nearly 6. cheered 4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 8: Closer look 2.

- Do exercise A1, 2 (p.10) workbook. ________________________________________________________________________ Pre: 23/01/2019 Period 64: UNIT 8: SPORTS AND GAMES Lesson 3: A closer look 2 I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Use the past simple tense to talk about a finished action in the past.

- Use imperatives to tell somebody to do something or to give direct order.

- Vocabulary: sports and games.

- Grammar: The past simple, imperatives - Skills: Practice and develop listening, reading and speaking skills .

- Atittude: Ss love sports and like playing sport to keep fit.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Teacher checks Ss’ homework. + One student goes to the board to write new words and practise reading the two sound /eə/ and /iə/.

- Get one student to read the dialogue (Listen and read) by heart.

Teacher check with students.

3. New lesson: A. Warm-up: B. Presentation:

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- Ss work individually then compare in pairs. T checks then gives feedback.

- Get Ss to read in chorus

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I. Grammar.

The present continuous tense for future. * Grammar box (TB P.19) + Notes: The spelling rules of “-ed” form. * Watch out !

- Irregular past form of English words: Do - did be - was/were Have - had eat - ate...

II. Practice * Activity 1 1. were 2. was 3. was - did - was 4. Did - were - did - was * Activity 2. Gap fill 1. was 2. didn’t do 3. sat 4. watched 5. went 6. had 7. did 8. visited 9. ate 10. scored * Activity 3. Group work (Ss take turns asking and answering about their last weekend.)

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- Let Ss work in pairs.

- Correct Ss’ mistakes.

- Let Ss work individually. T corrects their answers and may call on some Ss to say their answers for the class separately.

- Teacher give explanations if necessary.

Main content

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Teacher and students’ activities - What did you do last Sunday?

- Teacher encourages Ss to talk about past actions.

- Teacher asks students to give the rule and use of the past simple themselves.

- Get Ss to study the grammar box. Teacher explains what students don’t understand.

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- Divide Ss in to groups of 4.

- Teacher gets some advanced students to report to the class about one of their friends.

Imperatives - We use imperatives to tell someone to do - Teacher tell the form and the something or to give a direct order. use of imperatives and give some Negative: V! examples.

Negative: Don’t + V! Ex: Keep silent!

Don’t talk in class! * Activity 4. Make imperative sentences 1. Take your umbrella.

- Ss work individually.

2. Please don’t litter.

4. .don’t train too hard.

-Go round and correct mistakes or 3. Please hurry up.

5. Put on your coat. give help when necessary. * Activity 5. Group work Tell your friends what to do and what not to do at the gym.

- Let Ss work in pairs taking turns Pay your fee first! telling their friend what to do and Put on your sports shoes! not to do at the gym.

Listen to the instructor carefully!

Don’t litter!

Don’t eat or drink at the gym!

4. Consolidation Teacher gets students to retell the aims of the lesson.

5. Homework Learn by heart the grammar structures Prepare for the next lesson: Unit 8: Communication.

Do exercise A1, 2 (p.33), B1, 2, 3 workbook. ________________________________________________________________________ 22

Pre: 08/02/2019 Period 65:

UNIT 8: SPORTS AND GAMES Lesson 4: Communication

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to know more about the names and things of the sports; ask and answer about the sports; talk about the activities/ sports/ games they do in their spare time.

- Vocabulary: sports and games.

- Grammar: The past simple, imperatives - Skills: Practice and develop speaking skills .

- Atittude: Ss love sports and like playing sports to keep fit.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Write the structure of past simple tense and imperative then give more examples.

3. New lesson: A. Warm-up: - T gives a picture of the football players in the stadium and asks some Ss - Correct mistakes.

T: Who are they on the ground?

S1: They are football players.

T: How many people are there in this picture?

S2: There are………

T: What colour are their clothes they are wearing?

S3: They are wearing red shorts and white T- shirts.

T: Where are they standing ?

S4: They are standing on the football yard.

B. Presentation: Teacher and students’ activities Main content I. Pre-Speaking: I. New words - fit ( adj) 1. Pre-teach Teacher uses different techniques to teach - last (v) vocab (situation, realia) - marathon (n) - Repeat in chorus and individually - ring (n) - Copy all the words - achievement (n) * Checking technique: Slap the board - T asks Ss to look at the 5 interlooked rings and asks them what they represent.

- T explains to them that the five rings 23

II. Practice 1. Sports quiz 1. There are 22 players ( 11 on each side) 2. It lasts 90 minutes( divided into halves) 3. They are held every four years 4. No, there weren't Olympic Games in 2011 ( They were held in 2004, 2008, 2012) 5. A marathon is 42.195 kilometers long ( 26miles and 385yards) 6. They were held in Olympia 7. Boxing does.

2. Pair work In pairs, interview your partner using the following questions. Ask for more information.

1. I play badminton in my free time.

2. I play soccer at school.

3. I like watching soccer on TV 4. Yes, I do. I would like to plays more sports 5. Yes, there is.

6. Hong Son, Lionel Messi, Cristiano Ronaldo,...

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represent the five major regions of the world( Africa, the America, Asia, Europe and Oceania) and every national flag in the world has at least one of the five colours ( blue, yellow, black, green, and red) II. While speaking * Ex1 P.21 T models the conversation with an advanced student.

- Have Ss work in pairs.

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* Ex2 P.21 * T gives Ss plenty of time to work in pairs to ask and answer the questions.

- T asks some questions + What sports do you play in your free time? + What sports do you do at school? + Which sports do you like watching on TV? - Ss work in pairs - Have some pairs of Ss do in front of the class.

- T corrects their answers.

III. Post speaking - T calls three Ss to talk in front of the class. (Ex 3. P.21) 3. Free talk - If there is time, T chooses two Ss to write - Talk about a sportsman you like. on the board.

4. Consolidation Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 8: Skills 1.

- Learn by heart all the new words - Do Ex C1, 2 (WB) _______________________________________________________________________ Pre: 13/02/2019 Period 66: UNIT 8: SPORTS AND GAMES Lesson 5: Skills 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: Read for information about famous sports people; Talk about the activities/sports/games they do in their spare time; Practice speaking and reading skills.

- Vocabulary: sports and games.

- Grammar: The past simple, imperatives - Skills: Practice and develop speaking and reading skills.

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- Atittude: Ss love sports and like playing sports to keep fit.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Teacher checks Ss’ homework: Two Ss make an interview about the sport events in the world.

3. New lesson: A. Warm-up: - Chatting: Do you like football?

Who is your favourite football player?

Do you often se the football matches?

B. Presentation: Teacher and students’ activities Main content I. READING Look at the picture, ask and answer 1. Work in pairs. the questions Questions: T: Who is this? a. Do you know Pele, the King of football? What S: This is Pele. special about him?

S: Ask and answer the questions in b. Where does he come from? pair c. What other things do you know about him?

T: get pairs of Ss to perform in front of class, some students to write the answer on the black 2. New words: board.

- career(n): = Job - regard(v): coi như là 3. Read and check.

S: Read the text in silence and Possible answers: check the answers a. Pele is the best football player in the world. b. He comes from Brazil. c. He was famous in the world. d. He scored many goals d. He is regarded as the King of football.

4. Comprehension question.

S: Read the the text in silence Questions and the answers: S: Ask and answer the questions in a. When was Pele born? pairs He was born on October 21, 1940 S1: When was Pele born? b. Why was he famous in the world?

S2: He was born on October 21, Because he is the best football player all the time.

1940 c. In 1999 ……………………………… d. How many goals did he score?

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S: Work individually and tick the right column.

T: Get some Ss to give the answer.

1,281 goals. e. Yes, he is II. SPEAKING 5. Grid. (Act 4 P.22)

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6. Work in groups.

S1: Why do you often play Discuss the question in group badminton?

What kind of sports/games do you do most S2: I often play badminton because often? Why? when I play it I can make a lot of S3: Why do you often play soccer? friends and I can keep fit. It is easy S4: I often play soccer because it is a popular to play. sport . I can play and watch it everywhere. I can play it with many people. …………………………….

7. Work in pairs.

Ask and answer the given questions.

S1: Do you like sport?

S2: Yes, I do S1: Which sport do you play?

S2: I play football ………………………….

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- T moves around and checks.

UNIT 8: SPORTS AND GAMES Lesson 6: Skills 2

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4. Consolidation Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 8: Skills 2.

- Do Ex D1, 2 (WB) ________________________________________________________________________

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to listen to get information about the sports/games people play; Write a paragraph about the sport/game they like; Practice listening and writing skills.

- Vocabulary: sports and games.

- Grammar: The past simple, imperatives - Skills: Practice and develop writing and listening skills.

- Atittude: Ss love sports and like playing sports to keep fit.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement 26

Period (Timetable)

Date

Class

Attendance

6A 6B 6C 6D

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Absence Permission Non permission

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2. Oral test - Get one student to go to the board to read the text then answer teacher’s questions.

3. New lesson: A. Warm-up: Chatting: Do you like swimming?

Which sports or games do you like playing?

Which sports do you play at school?

B. Presentation: Teacher and students’ activities Main content I. LISTENING * Prelistening: - Pre question: Who are the passages about? + T asks Ss to skim exercise 2 to make their predictions.

- Check the prediction: 1. Ecxercise 1 (P.23) + Teacher plays the recording - They are about Hai, Alice, Bill and Trung. once only for Ss to listen and check their predictions.

2. T/F statements (Ex2 P. 23) + Teacher plays the recording 1F 2T 3T 4F 5T again. While Ss listen, they have to write down T or F. + Play the recording the third 3. Gap fill (Ex 3 P. 23) time for students to fill the 1. club 2. play blanks.

3. watching 4. Bill + Ss share their answers with a 5. goes partner. + T plays the recording again for Ss to listen and check.

II. WRITING Write about a sport/game you like. Use your - Brainstorm with Ss for own ideas and the following cue: necessary language. Allow Ss to - Name of the sport/game. refer to the reading and other - Is it a team or an individual sport/game? sections for useful language. Note - How long does it last? interesting expressions and - How many players are there? language on the board.

- Does it need any equipment?

- Tell Ss to write a draft first.

- Ss write a paragraph of about 80 My name is Linh. I am not a very sporty - 120 words. person but I love playing games, especially - Tell Ss to pay special attention intelligence games. Of all the games I play, I love to punctuation, structral elements, playing Chinese chess the best. It is an individual linking words... game. One player plays against the other. How - Teacher may collect some Ss’ long it lasts depends on the two players. This game 27

writing papers and mark them, then give comments to the class.

is very popular in Asia especially in China and Vietnam. It only needs a chessboard and thirty-two chessmen. To play the game well, you need a little intelligence and ruse. Playing Chinese chess helps me improve my intelligence....

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4. Consolidation Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 8: Looking back & Project.

- Rewite the paragraph.

- Do Ex E1, 2 (WB) ________________________________________________________________________ Pre: 14/02/2019 Period 68: UNIT 8: SPORTS AND GAMES Lesson 7: Looking back & Project

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: Revise and make the use of all the target knowledge in unit 8; Use English to talk about some traditional games they play.

- Vocabulary: - Vocab: sports and games.

- Grammar: Grammar: The past simple, imperatives - Structure: Imperatives....

- Skills: Practice speaking, writing and reading skills.

- Attitude: Ss love sports and like playing sport to keep fit.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - During the lesson.

3. New lesson: A. Warm-up: Networks: Sports & Things relates to sports B. Presentation:

Teacher and students’ activities

Ss work individually to do exercises.

Main content I. Vocabulary: 1. Activity 1&2: Activity 1.

1C 2A 28

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5B

Asks Ss to compare their answer with their partner Gives the answers - As above, Ask Ss to work individually to complete the sentences.

Activity 2 Key: 1. cycling 2. football 3. boxing 4. table tennis 5. basketball

- Have Ss write their answers in their notebooks. T checks their answers.

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- Ss work in pairs or groups to finish or write the sentences. T gives correction.

Activity 4: Key: 1. Please stop making noise.

2. Go out to play with your friends.

3. Don’t feed the animals.

4. Stand in line, boys!

5. Don’t tease the dog.

Activity 5:

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- Let Ss to repeat the words.

Check their pronunciation. Tell Ss to write the answers in their notebooks. Then T corrects the mistakes.

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II. Grammar Activity 3 Key: 1. are 2. took 3. started 4. are playing 5. did you do, cycled, watched

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- Ss do the task individually first.

Then they can check their answers with a partner before discussing the answers as a class.

T gives correction.

- Have some Ss read the whole passage aloud. Others check following.

2. hear 3. games 5. famous

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1.a 2. e 3. b

2. Write about the game you choose

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- Ss read the questions and answers once or twice then match them.

- Ss work in pairs and role-play the questions and answers.

- Have Ss write all sentences in their notebooks.

- Have Ss read the passage carefully. Explain new words and anything difficult for Ss. Make sure they understand everything throughly.

- Let Ss work in groups. Each group chooses a game or sport.

Let them talk, then write about it.

Project: 1. Read the passage about the game “Blind man’s bluff”

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4. Consolidation Teacher gets students to retell what they have learnt.

5. Homework - Prepare for the next lesson: Unit 9: Getting started. ________________________________________________________________________ Pre: 16/02/2019 Period 69: UNIT 9: CITIES OF THE WORLD Lesson 1: Getting started

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to Listen and read for specific information then practice listening and speaking with the lexical items related to the topic "Cities of the world".

- Vocabulary: Continents, countries, cities and landmarks - Grammar: The present perfect, superlatives of long adjectives.

- Skills: Practice speaking, reading and interactive skills.

- Attitude: Ss have active attitude in practicing - Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Write the new words of unit 8.

3. New lesson: A. Warm-up: Chatting Have you ever been to Brazil?

Do you know about Rio de Janeiro capital?

Where is the Big Ben? B. Presentation: Teacher and students’ activities Main content I. Presentation I. Vocabulary.

1. continent ['kɔntinənt] ( n) : lục địa 1. Vocabulary - Teacher uses different techniques to 2. country (n): đất nước, quốc gia teach vocab (situation, translation, 3. Antarctica [æn'tɑ:ktikə](n): Châu Nam cực pictures) 4. Africa ['æfrikə]: châu phi - Follow the seven steps of teaching 5. South America (n): Nam Mỹ vacab.

6. North America (n): Bắc Mỹ T use picture to present new words 7. Europe ['juərəp](n): Châu Âu * Name the continents 8. Asia ['eiʒə; ei∫ə](n): Châu Á * Check vocab using “the pictures 9. Australia [ɔs'treiljə](n): Châu Úc Ex3” 5. photo (n): bức ảnh (realial) 30

Ask sts to match Ask sts to copy in note books

* Revise some adjs: hot, cold, clean, big, modern, great….

II. The dialogue:

Task 2: T/F statements * Keys for part 2: 1. F ( They are looking at…)

2. F (most of cities) 3. T 4. F (There are more modern..)

5. F ( never been to NY)

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II. Practice Ss name the cities in the photos. T asks them to support their answers.

Task 2: T/F statements Asks to read the dialogue again and do part 2-P27

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2. Listen and read * Set the sences: ? What are Mai and Tom doing? ? What are they looking at?

- Play the recording. Ss listen and read.

Sts practise in pairs. Answer T or F.

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- Asks sts to read the dialogue again to do the the T/F . Practise saying Task 4: Matching them together a.continent b.coutry Task 4. Matching c.city T guides Sts to do ex d.capital -answer T’qs e. place of interest - Do matching - get feedback - check

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What is its capital?

What are its major cities?

What is it famous for?

Keys a. Asia, Africa b. Sweden, the USA c. Ha noi ,Nha Trang,… d. Ha noi,Amsterdam e. Ben Thanh Market,The lourve III.game - give instruction - guide st to do get feed back

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 9: Closer look 1.

- Do exercise B1 (P.16) (Workbook). Learn by heart all new words ________________________________________________________________________

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Pre: 16/02/2019 Period 70:

UNIT 9: CITIES OF THE WORLD Lesson 2: A closer look 1

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I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to pronounce correctly the sounds /əu/ and /ai/ in isolation and in context; Use the lexical items related to the topic “Cities of the world”.

- Vocab: Continents, countries, cities and landmarks.

- Grammar: Superlatives of long adjectives.

- Skills: Practice and develop listening, reading and speaking skills .

- Atittude: Ss have active attitude in pronouncing correctly the sounds /əu/ and /ai/ in isolation and in context; Using the lexical items related to the topic “Cities of the world”.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - T gets one student to go to the board to write new words - T gets the other student to read the dialogue and answer the questions.

3. New lesson: A. Warm-up: - Introduction B. Presentation: Teacher’s and Students’ activities Main content I. Vocabulary 1. Vocabulary - Teacher uses different techniques to -common (adj) ['kɔmən]: Chung teach vocab (situation, realia) - landmark (n) ['lændmɑ:k]: Danh thắng - popular (adj) ['pɔpjulə]: Phổ biến - Follow the seven steps of teaching vacab.

- playwright (n) ['pleirait]: Nhà soạn kịch - chips (n) : Khoai tây chiên * Checking vocab: R0R - spaghetti (n) [spə'geti]: món mì ống - Repeat in chorus and individually - Ss work individually then compare in - Copy all the words pairs. T checks then gives feedback.

2. Matching (Act 1 P.28) - Ss work in groups. Encourage Ss to - Key: old-new clean-dirty give other adjectives. T checks then Dangerous - safe ... gives feedback.

3. Word webs (Act 2 P.18) * Notes: Some adjective can’t go with Key: particular nouns. We can’t say - City: beautiful, peaceful, exciting, 32

“long/short city” or “rainy people”.

- Food: delicious, awful, good, tasty,...

- Weather: bad, rainy, hot, cold, wet, ...

- Building: old, modern, tall, new, ...

modern, big, polluted, safe,...

- People: nice, friendly, unfriendly, open, noise, interesting, ...

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II. Pronunciation /əu/ and /ai/ - Teacher models the two sounds.

Practise sounding out the sounds //əu/ and /ai/ together.

- Play the recording.

4. Act 3 (p.28).

- Ss work individually then compare in /əu/ /ai/ pairs. T checks then gives feedback.

Cold Sky - Get Ss to read in chorus Snow Exciting Old High - Have Ss practise the words in bold Clothes Fine identifying the sound /əu/ or /ai/.

Hold Flight - T plays the recording as many times as 5. Listen repeat. (Act 4 P.28) necessary. Ss listen and repeat sentence by sentence.

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- Ss have a quick look at all the pictures.

Ss work individually to complete the fact sheet using one of the picture provided.

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III. Grammar - Have Ss work in pairs compare the Superlatives of long adjectives answers, ask Ss to discuss whether they 6. Activity 5 (P.29) agree with each other’s answers. Give 2. Oxford University the reason.

3. Shakespeare - Remind Ss of how to form the 4. fish and chips superlatives of short adjectives.

5. tea - Write the form of the superlative of 6. watching TV long adjectives o the board.

- Ask Ss to read the text (Act 6, P.29) to check their ideas above. Get them to find the superlative of long adj in the text.

4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 9: Closer look 2.

- Do exercise A1, 2, 3 (p.16), B 2, 3, 4 (P.16, 17) workbook. ________________________________________________________________________ Pre: 16/02/2019 Period 71: UNIT 9: CITIES OF THE WORLD Lesson 3: A closer look 2 I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to understand and use the present perfect tense.

- Skills: Practice and develop listening, reading and speaking skills .

- Atittude: Ss have active attitude in using the present perfect tense.

- Competences: To develop Ss’ self-study and communication ability.

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II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Period Date Class (Timetable) 6C

Absence Permission Non permission

Attendance

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2. 15-minute test.

I. Write the past form of 10 irregular verbs 1.

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II. Write 10 words about the topics “Sports and games” 1.

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10.

III. Choose the best answer 1. ………………did you see her? - Yesterday morning. a. When b. Where c. What time d. What 2. I received a letter……………your aunt last week. a. of b. to c. from d. with 3. He…………his mother to do the housework yesterday. a. helped b. helps c. helping d. to help 4. My mother ….. at home yesterday morning. a. is b. was c. are d. were 5. What’s the matter with Mai last Monday ? She ….. a headache. a. have b. has c. had d. is 6. Odd one out: a. racket b. ball c. marathon d. ski 7. ………… noodles for dinner yesterday? a. Do you eat b. Do you ate c. Did you eat d. Did you ate 8. Lan wasn’t at home last night and her parents …………, too. a. did’t b. aren’t c. wan’t d. weren’t 9. Odd one out: a. wanted b. stopped c. washed d. missed 10. Please, stop ………… noise! My son is sleeping. a. make b. making c. makes d. made 3. New lesson: 34

A. Warm-up: - Introduction B. Presentation: Teacher’s and Students’ activities

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Activity 3 (P.30) - Ss worh individually then compare the answers with their partners.

1. Have you seen.... I have seen...

2. go 3. have never been 4. clean 5. takes 6. has eaten.

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- Remind Ss that the present perfect is used to describe one’s experiences. It is not important to state the exact time when they happened. Contrast this with the present simple which describes a repeated action, or a truth, and adverbs of frequency when something happened are often mentioned.

- Elicit what there is in the photos by asking Ss questions. Ask Ss to provide the verbs and their past participles.

- Have Ss write the sentences in full in their notebooks then in pairs, take turns talking about what Tom has done this week.

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Main content Grammar.

The present perfect tense - Get Ss to recall what Tom told Mai • Grammar box (P.29) about in the conversation in Getting Ss underlind all the verb in present started. perfect tense. Use the grammar box to - Provided the form of the present explain that the present perfest is used to perfect. Notice the past participle. show that one has had or has never had this experience.

- Individual work - compare in pairs.

Activity 2 (P.30) 1. has been 2. has been 3. has visited 4. has been 5. hasn’t been

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Activity 4 (P.30) 1. He has read a book.

2. He has eaten “pho”.

3. He has played football.

- Ss go around the class asking the 4. He has got an A+. survey questions.

5. He has washed his dog.

Activity 4 (P.30): Class survey: Go around the class asking the survey questions. Find out: - One thing that everyone has done.

- One thing noone has done. + Have you ever........?

4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 9: Communication.

- Do exercise B5, B6, B7(p.17, 18) (Workbook).

- Make 5 sentences in present perfect tense. ________________________________________________________________________ 35

Pre: 17/02/2019 Period 72:

UNIT 9: CITIES OF THE WORLD Lesson 4: Communication

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I. OBJECTIVES - Knowledge: By the end of the lesson, Ss can review superlative adjectives and present perfect to talk about landmarks in cities around the world. Students will able to identify landmarks in cities around the world and compare features of cities around the world.

- Vocab: Continents, countries, cities and landmarks.

- Grammar: the present perfect tense, superlative adjectives.

- Skills: Practice and develop listening, reading and speaking skills .

- Atittude: Ss have active attitude in talking about landmarks in cities around the world.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: - Homework correction.

- Write the form of the present perfect. What is it used for? Give examples.

3. New lesson: Teacher’s and Students’ activities Main content a. Pre – reading.

T: leads Students to the new lesson.

T: Elicits pictures and asks students to Ss: Guess and answer the questions. guess: - what are they?

- Which country?

T: asks students to work in pairs and match.

1.Match words with the landmarks Ss: work in pairs and match. a. Merlion b. Big Ben (T goes around and manages) c. Temple of Literature T: calls students to stand up and d. Sydney Opera House match. e. Eiffel Tower Some students stand up and match.

T: checks and comment.

2. Read about the landmarks. Can you guess T: asks students to look at part 2. Then which landmark from 1 they are? introduce new words.Ss: listen and * New words: write.

• (to) design (v) T: reads model. Then ask students to • Symbol (n) read in chorus -> group-> individual.

• Landmark (n) Ss: read new words.

• Creature (n) • UNESCO World Heritage (n) 36

* Matching ( to) design (v)

T: has a student work in pairs and match words with the meaning.

Ss: work in pairs and matching.

T: checks and comments.

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Di sản văn hóa thế giới Thiết kế Sinh vật, tạo vật Biểu tượng Danh thắng

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◊ ◊ Symbol (n) Landmark (n) ◊ ◊ ◊ ◊ Creature (n) ◊ ◊ UNESCO World Heritage (n) * Practice 1.

Big Ben b. While – reading.

T: asks students to read the texts in the 2.

Sydney Opera House book and guess which landmark from 3.

Temple of Literature 1 they are.

4.

Eiffel Ss: work in pairs and read.

5.

Merlion T: Calls some students to read and give answer.

Some students give answer.

T: listens, checks and gives correct 3. Write true (T) or false (F) answer.

1F (The bell in the tower is the largest bell Ss: write down. ever made in England.)

2F (It was designed by a Danish architect.)

T: has students read the texts again 3T and then do exercise: write true or 4F (It is the most visited landmark in the false. world.)

Ss: read the texts again and do 5F (Quoc Tu Giam is Viet Nam’s first.) exercise.

6F ( It has a lion’s head and fish’s body.)

T: calls some students to give answer. * Consolidation Some students give answer.

T: listens, checks and gives correct answer.

Play game Ss: listen and write.

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c. Post-reading T: controls students to play game. ( each group thinks of a city, a country, or a landmark and give clues to other guess) T: gives model. Then manages students to play game.

Ss: play game in group.

T: finds the winner and rewards.

4. Think of a city, a country, or a landmark.

Give clues.

Example: A: It’s a city. It’s very hot and crowded.

B: Is it Tokyo?

A: No, it’s not. It’s in South America. The people there love football.

B: Is it Rio de Janeiro?

A: Yes, it is!

4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 9: Skills 1.

- Do exercise C1, 2 (p.18) (Workbook). _______________________________________________________________________ 37

Pre: 17/02/2019 Period 73:

UNIT 9: CITIES OF THE WORLD Lesson 5: Skills 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Read for specific and general information in texts, including postcards..

- Use the present perfect to talk about experiences.

- Skills: Practise speaking and reading skills.

- Atittude: Ss have active attitude in talking about experiences.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: - T gets one student to go to the board to write new words.

- Homework correction.

3. New lesson: A. Warm up: - T : Look at this postcard: (Ac 1 P.32).

- T: Postcard: photos on one side, short texts on the other side. It can be sent without envelope.

What is the picture on the postcard of?

What do you think is written on this postcard?

What is the purpose of writing and sending postcard while you are on holiday?

(We send postcard to tell our family/friends that we are having a good time, but we still miss them and want to send some photos of the place where we are so that, although they can’t be with us there, they can still see how beautiful it is.)

B . Presentation: Teacher’s and Students’ activities Main content * Preteach the vocabulary I. READING - T asks Ss to scan the blog to find these 1. Vocabulary words in the pasage. purpose ['pə:pəs](n): mục đích - T may help Ss find out the meaning of rent (v): thuê => for rent the words in the context. discover [dis'kʌvə](v): khám phá * Checking technique: Slap the board amazing [ə'meiziη] (adj): kinh ngạc, sửng sốt - T asks Ss to read the postcard and answer the questions.

2. Anwer the questions: - T asks Ss to note where they found the * Key: information that helped them to answer 1. Mai is in Stockholm. the questions.

2. She is there with her family.

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- Ss can compare their answers with their 3. The weather has been perfect. partners.

4. in a hotel.

- T corrects the answers: 5. She has visited the Royal Palace and had “fika” in the old town.

6. “Fika” (a Swedish word) means a leisure break when one drinks tea/coffee and perhaps has some biscuits with family and friends.

7. She will cycle to discover the city.

8. Mai is feeling happy. She used the words such as “fantastic, perfect, amazing, too beatiful” in her postcard.

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- Ss read the text again, matching the 3/ Matching: heading.

1i 2c 3h 4b 5d - T: How the postcard is organized?

6g 7f 8e 9a - T checks and corrects.

II. SPEAKING * Speaking.

4/ Choose a city....: - Ss can choose one of the cities they have Ss work individually answering the learnt in this unit, or choose a city in questions in the form of notes, but not in Vietnam they like. Ask Ss to imagine full sentences. they’ve just arrived in that city and want to tell others about it.

5/ Pair work.

- Ss use the notes to tell each other about - T goes around to observe Ss working. the city they choose.

Make sure they speak in full sentences now. Get Ss to join another pair to work in group.

4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 9: Skills 2.

- Learn by heart all the new words - Do Ex D1, 2, 3 (WB) _______________________________________________________________________ Pre: 23/02/2019 Period 74: UNIT 9: CITIES OF THE WORLD Lesson 6: Skills 2

I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: Listen for specific details including facts and figures.

Write a holiday postcard.

- Skills: Practise listening and writing skills.

- Atittude: Ss have active attitude in listening for specific details including facts and figures + writing a holiday postcard.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION 39

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Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: - T gets one student to go to the board to write new words.

- Homework correction.

3. New lesson: A. Warm up: - Chatting.

B . Presentation: Teacher’s and Students’ activities Main content I. Listening 1. New words - award (n, v) [ə'wɔ:d] Phần thưởng, trao giải - Pre-teach new words.

- Nobel prize (n) : Giải thưởng Nobel - diploma (n) [di'ploumə] : Bằng cấp, văn bằng - palace (n) ['pælis] : Cung Điện - medal (n) ['medl] : Huy chương T ask Ss what they see in the photos - receive (v) [ri'si:v] Nhận first. Ask if they know about Nobel 2. Look at the pictures. What do you see?

Prize. Ss can talk about this in Nobel Prize, Royal Palace, museum, cafes, Vietnamese if they don’t have enough restaurants, shops.. vocabulary.

- T goes through the statements with Ss. 3. True or False?

Ask Ss to underline the most important 1. T information in each sentence. Ask Ss to 2. F (The oldest, not the biggest) listen for main ideas.

3. F (Today, the Old Town is a place with - Play the recording as many times as Ss cafes, restaurants, shops and museums.) wish.

4. F (All Nobel Prizes, except for the Nobel Peace Prize) 5. F (It is presented by the Swedish King.)

- Ss listen to exact details in the 4. Gaps fill recording. Ask them to identify the kind Key: of information they have to find out: 1. 14 2. 700 3. 3,000 years, amount of money, number of 4. 10 December 5. 10 million people, date,…

- Play the recording.

II. WRITING A holiday postcard - Write 5 Ws and 1 H on the board and Study skills ask Ss to give examples.

(Draw Ss’ attention to the postcard in 2, page 28 in Student book. Have Ss make the Notes: Space for writing on postcards is questions in full.)

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5. Rearrange the words to make sentences.

1. Stockholm is fantastic!

2. We’re in Da Lat! 3. We’re having a good time here!

4. I love Disneyland!

5. You must come!

6. I wish you were here!

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not big so people often write short sentences which contain the most important, and which can express what they are feeling. Tell Ss that contraction is often used in writing postcards to make it short and informal.

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- Ask Ss to use the notes they have made 6. Write a postcard. in Speaking 4, page 28 to write a July 2, 2014, postcard to their family or friends.

Dear......, Remind them how the 5 Ws and 1 H are Sam Son is fantastic! The weather has been included in the notes. perfect. It’s sunny. The hotel is OK. I like - Ss swap and give feedback on each sea food! other’s writing once they have finished.

4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 9: Looking back & Project.

- Learn by heart all the new words - Do Ex E1, 2, 3 (WB) ________________________________________________________________________ Pre: 23/02/2019 Period 75: UNIT 9: CITIES OF THE WORLD Lesson 7: Looking back & Project

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: To help students recycle the language from the previous sections and link with the topic: Cities of the world.

Revise and make the use of all the target knowledge in unit 9.

- Skills: Practise speaking, writing skills.

- Atittude: Ss have active attitude in revising and making the use of all the target knowledge in unit 9 - Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: - During the lesson.

3. New lesson: A. Warm up: 41

- Chatting.

B . Presentation

Ss work individually to do exercises.

Asks Ss to compare their answer with their partner Gives the answers - Ask Ss to complete the conversation individually. They can share answers with a partner, but they should record their orginal answers to guide their selfassessment.

- Go through the questions with Ss. If they do not have any information about a particular question, stop and give at least 3 answer options for them to consider. After they have completed the fact sheet, have whole class discuss about the answers.

II. Grammar Activity 2 Key: 1. Have you ever been 3. have been 5. Have you visited

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Main content I. Vocabulary: Activity 1 Do the work individually and compare with partner Check the answer 1a,b 2a,c 3a,c 4a,b 5b,c

2. Have you been 4. have been 6. have seen

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Activity 3: Key: - Biggest city: Ho Chi Minh City.

- Oldest university: Quoc Tu Giam, Thang Long - Ha Noi (1076) - Most popular Vietnamese writer: Nguyen Du, Nam Cao - Most popular food: spring roll (Nem), noodles - Tell Ss for a reference they can look (Pho) at the text about Britain on page 25 in - Most popular drink: tea, coffee Student’s Book.

- Most common activity: Watching TV - Ss can use the question from the Class Survey in A closer look 2, page 30 to help them.

- Get Ss to lengthen the dialogue by asking some wh-question to guess if their partners are telling the truth or not.

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Activity 4: - Write a short paragraph about Viet Nam. III. Communication Activity 5.

Practise asking and answering “Have you ever.....?” question.

A: Have you ever been on TV? B: Yes. A: When was that?

B: Last year.

A: Which programme were you in?

B: Erm...the Evening News.

A: Why were you there?

B: I don’t remember.

A: Oh, you’re a liar!

- Students do the project at homework. PROJECT: 4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: 42

- Prepare for the next lesson: Unit 9: Getting started.

- Learn by heart all the new words _______________________________________________________________________ Pre: 23/02/2019 Period 76: REVIEW 3 Lesson 1: Language

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I. Objectives: - Knowledge: Ss revise all the learnt words and structures from unit 7 to unit 9. They can make sentences using them. Do some exercises in the form/tense of the verbs pronunciation, vocab, grammar from unit 7 to unit 9 - Skills: Speaking, writing: - Attitude: Know the importance of revision and need to study harder.

- Competences: Doing exercises on pronunciation, vocabulary, grammar and everyday English.

II. Preparation: Materials: Text book, cards.

III. Teaching procedure: 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: - T gets one student to go to the board to write new words.

- T gets the other student to read the dialogue and answer the questions.

3. New lesson A. Warm up: Brainstorming:

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Present perfect

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Past simple

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Main content A. Pronuciation: - Ss work individually. * Activity 1 - T plays the recording. Ss listen and Which underlined sound is pronounced check. differently in each group?

1C 2A 3A 4B 5D 6D * Activity 2 - Play the recording. Ss listen carefully.

- Play the recording again.

Listen to the recording and repeat the 43

sentences. Concentrate on the sound [θ] and [ð].

Ss do this task separately and share B. Vocabulary: their answers later with a partner. * Activity 3: - T checks with whole class.

1A 2B 3A 4A 5C - Ask Ss to look at the whole sentence * Activity 4: to decide what kind of word is missing 1. Paris before referring to the list of words 3. local television given.

5. remote control

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2. football 4. country 6. Summer sports

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C. Grammar: - T elicits from Ss the use of the verb Activity 5: tenses they learned.

1. started 2. play 3. had - T focuses on the difference between 4. is 5. bought 6. has worked the simple past and the present perfect tenses.

Activity 6: 1. what - Review the use of the question words. 2. When - Ss do the exercise, if a question word 3. Correct is wrong, ask Ss to explain why.

4. How tall 5. Correct Ss do this task separately and share Activity 7: their answers later with a partner.

1. the most expensive 2. the most popular - T checks with whole class.

3. the most interesting 4. the most colourful

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5. the most dangerous

D. Everyday English Activity 8 do the task in pairs 1. e 2. a 3. c 4. b

5. d

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4. Consolidation: - T asks Ss to retell the main contents of the lesson.

6. Homework: - Prepare for the next lesson: Review 3: Skills.

- Do the Test yourself 3.

- Ss do ex in Test yourself 3 ________________________________________________________________________ Pre: 23/02/2019 Period 77: REVIEW 3 Lesson 2: Skills I. Objectives: - Knowledge: Revise the languages Ss have learnt and the skills they have practised since Unit 7. Do some exercises about four skills.

- Skills: Speaking, writing, listening, reading: - Attitude: Know the importance of revision and need to study harder.

- Competences: Do the exercises well.

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II. Preparation: Materials: Text book, cards.

III. Teaching procedure: 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: - T gets one student to go to the board to write new words.

- T gets the other student to read the dialogue and answer the questions.

3. Introduction: Revision: - T checks Ss’ homework.

- Ask if Ss have any questions or not.

4. New lesson Teacher’s and Students’ activities Main content A. Reading - Ss do individually and check their * Ex1+2 (individual) answers with a partner before giving KEY: their answers to T. T confirms the Ex1: 1B 2A correct answers Ex2 - T checks Ss’s answers .

1. Who’s faster 2. Putting your toes together 3. Who’s faster 4. Putting your toes together B. Speaking: *Ex3.

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- Have Ss take notes in the table and report it to the class.

Questions

Person 1

1. What city/country would you like to visit?

2. What sports/games do you like playing?

3. What TV programme do you like best?

C. Listening:

Have you ever...? *Ex4. KEY : 1. competition 2. skiing 3. country 4. Canada 5. cartoon T plays the resording once for Ss to *Ex5. (individual) listen.Play the recording again for Ss to 1. running race write down their answers. Announce 2. Thailand the answers to Ss 3. Wait and see 45

Person 2

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D. Writing: Ask Ss to go through the questions and Country India determine what information is needed Cities Delhi, Madurai for the answer.

Activities Watch snake performance.

- Play the recording, ask Ss to listen Visit temples and historic carefully for specific information. building, eat kebas(thịt nướng) Date No 18 - 25 People Friendly Weather Very hot - Ask Ss to read the table and decide Last summer, Tim and Mark visited India. what tense/sentence tructure to use for The weather there is very hot. They visited the writing and how the information is Madurai and the capital of India, Delhi. They organized. watched snake performance, visited temples - Let Ss write a passage about Mark and and historic buildings. They also ate kebabs Tim visit last summer. there. It’s very delicious. In India, they met and talked a lot of people. The Indian are very friendly. They love India.

4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Do the Test yourself 3.

- Prepare for the written test.

- Prepare for oral test: ________________________________________________________________________ Pre: 03/03/2019 PERIOD 78: TEST 3 I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use and apply the language knowledge that they have learnt since unit 7 to 9 to do the tasks confidently and independently; check Ss’ knowledge.

Grammar: The simple past & present perfect tense - Skills: speaking, listening, reading & writing skills.

- Attitude: Know the importance of the revision and encourage SS to study harder; Teach Ss tobe strict and honest - Competences: Being able to do the exercises well.

II. PREPARATION - Materials: Lesson plan, Test & keys - Equipment: CD, stereo Questions: (Attached later) III. TEACHING PROCESS 1. Class settlement Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 46

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2. Oral test: 3. Written test: The 45 minute test.

4. Consolidation: - Collect the papers.

- Remark the test 5. Homework: - Review the grammar.

- Prepare unit 4 (Getting started) ________________________________________________________________________ Pre: 14/03/2019 Period 79: UNIT 10: OUR HOUSES IN THE FUTURE Lesson 1: Getting started I. OBJECTIVES - Knowledge: This lesson will present the vocabulary and grammar items to be learned.

Ss then practice listening and speaking with the lexical items related to the topic "Our houses in the future".

- Skills: 4 skills - Atittude: love their house and know how to protect it - Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Materials: Text book, A cassette and an audio compact disk.

III. TEACHING PROCESS 1. Organization: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 2. Oral test: 3. New lesson: Introduction: - Write on the board “Our houses in the future”.

- T lets Ss say some thing about the houses they are living in and the future they have got.

- T tells them to think about the houses and the appliances they would like to have in the future.

Teacher’s and Students’ activities Main content Teacher sets the scene by asking Ss Getting Started. about the picture 1. Vocabulary: + What is this?

- UFO ( unidentified Flying object): vât. thể + What are Phong and Nick doing? bay, đĩa bay) + What can you see in the picture?

- solar ['soulə] energy (n): năng lượng mặt trời. * Vocabulary checking : R.O.R - appliance [ə'plaiəns] (n): thiết bị, dụng cụ.

- Ss listen to the dialogue.

- wireless ['waiəlis](adj): vô tuyến điện - Ss read the dialogue in silent.

- space ['speis] (n): không gian vũ trụ - Have some pairs of students read the dialogue in front of the class. * T asks Ss read the table in part a. a. Complete the table 47

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b. Read the conversation again. Complete the sentences.

1. Phong's house will be in the mountains.

2. His house will be surrounded by many old tall trees.

3. There will be twenty rooms in his house.

4. The house might have a wireless TV to watch TV programs from other planets.

2. Match the words with the pictures.

Then ask your partner about them.

- space houseboat.

- motorhome - skyscraper 1- c 2- a 3- e 4- b 5- d

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* T asks Ss to read the words - T explains new words if necessary.

- Ss read all new words.

- Have some Ss to read before in front of the class.

- T asks Ss to match the together.

- T corrects.

- T lets Ss ask and answer questions about the pictures. * T asks Ss to write the adjectives that can be used to describe the pictures and share the answers in pairs.

- T can divide the class into groups and ask each group find the adjectives - T calls some Ss to write their answers on the board.

Number of rooms Appliances in the room

UFO in the mountains many tall old trees 20 a wireless TV

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* T tells Ss to read the conversation again and find the appropriation information to complete the sentences - Ask them to share their answers in pairs or groups.

- Ss practise saying the answers together.

- Ask Ss to pay attention to the use of will and might .

Type of house Location Surroundings

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- T gives 2 minutes to Ss read it and complete the table.

(T asks Ss to share their answers before discussing in groups or the whole class.

T corrects and gives the right answers

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S1: Which house do you like best?

S2: I like the palace.

S1: Why? S2: Because it is big.

- Have some pairs of Ss to practise. * T asks Ss to read the phrases aloud.

- T lets Ss tick where they want their houses to be located and tell the group about them.

- Have some Ss to write the sentences on the board.

3a. Work with a partner. What adjectives can you think of to describe the houses in 2?

- big, beautiful, big, tall, nice, large....

- T gives some adjectives if necessary.

Eg: big, beautiful, tall, nice, large....

- Ss ask and answer before the class 3b. Ask and answer S1: Which house do you like best?

S2: I like the palace.

S1: Why? S2: Because it is big.

4. Read the phrases aloud. Tick the place T divides the class into 4 groups where you want your future house to be Each group tries to guess where their located and write sentences.

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5. Game: Outside my window - Eg: A: Outside my window I can see the beach and the water. I see children playing. Where's my house?

B: It's by the sea.

A: Correct!

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house is located.

- Eg: A: Outside my window I can see the beach and the water. I see children playing. Where's my house?

B: It's by the sea.

A; Correct!

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4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Practise reading the dialogue fluently.

- Learn by heart all new words.

- Ss write new words - Prepare for the next lesson: Unit 10: A closer look 1. _______________________________________________________________________ Pre: 14/03/2019 Period 80: UNIT 10: OUR HOUSES IN THE FUTURE Lesson 2: A closer look 1 I. OBJECTIVES - Knowledge: This lesson will present the vocabulary and grammar items to be learned.

Ss then practice listening and speaking with the lexical items related to the topic "Our houses in the future".

- Skills: 4 skills - Atittude: love their house and know how to protect it - Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Lesson plan, textbook, Stereo, disc, pictures III. TEACHING PROCESS 1. Organization: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 2. Oral test: - T checks Ss’ homework.

- Ask if Ss have any questions or not.

3. New lesson: Teacher’s and Students’ activities Main content I. Vocabulary - Teacher uses different techniques to 1. Vocabulary teach vocab (situation, realia) - automatic [,ɔ:tə'mætik](adj) tự động - Ss repeat in chorus and individually - dry (v) làm khô, sấy khô - Copy all the words - hi-tech (adj): Công nghệ cao - look after (v): Chăm sóc - modern ['mɔdən](adj) : Hiện đại * Checking vocab: R0R 49

T notices the way to read the sounds.

2. Put the words in the right column - Living room: wireless TV - Bedroom: Wireless TV, hi-tech robot - Kitchen: modern fridge, automatic dishwasher - Bathroom: automatic washing machine 3. Matching Key: 1c 2d 3b 4e 5a 4. Role play II. Pronunciation /dr/ and /tr/ Practise sounding out the sounds /dr/ and /tr/ together.

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- Play the recording, let SS listen to the words. Play it again with pause for them to repeat each word. Teacher corrects their pronunciation.

- Let SS work in paiors to put the words in the column.

- Ss work individually.

- Ask Ss to read the example first. Tell them to role-play the conversation using the information in 2

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- Play the recording twice. Ss listen and repeat the chants sentence by sentence. 5. Listen and write the words with the Help Ss recognize the two sounds then sound /dr/ and /tr/. practise them together.

- Sound /dr/: drive, drop, drip, dripping - Sound /tr/: countryside, travel, train, tractor - Let Ss read the words in the table again, ask them to pay attention to the 6. Practise the sounds /dr/ and /tr/. sounds /dr/ and /tr/.

4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Ss write new words - Prepare for the next lesson: Unit 10 : Closer look 2.

- Do exercises A1, 2 (p.26), B1, 2 (P.27) workbook. _______________________________________________________________________ Pre: 14/03/2019 Period 81: UNIT 10: OUR HOUSES IN THE FUTURE Lesson 3: A closer look 2 I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to pronouce correctly the sounds /dr/ and /tr/ in isolation and in context; Use the lexical items related to the topic “Our house in the future”.

- Skills: 4 skills - Atittude: Ss love their house and know how to protect it - Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Lesson plan, textbook, Stereo, disc, pictures III. TEACHING PROCESS 1. Organization: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 50

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2. Oral test: - T checks Ss’ homework.

- One student goes to the board to write new words and practise reading the two sound /dr/ and /tr/.

3. New lesson: Teacher’s and Students’ activities Main content I. Grammar.

- Teacher explain how Will + V is used Will for future. and how it is formed. * Grammar box (TB P.41) - Get Ss to study the grammar box. We used will + V to talk about actions we Teacher explains what students don’t think are likely to happen in the future. understand.

II. Practice - Let Ss work in pairs. * Activity 1 - Correct Ss’ mistakes.

1. will 2. won’t 3. will 4. will - Call some Ss to say out their answers 5. will 6. will 7.will 8.won’t separately.

9.will 10. won’t

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- Let Ss work individually. Teacher * Activity 2. Matching corrects their answers and may call on 1d 2f 3a 4g 5b 6h 7e 8c some Ss to say their answers for the class separately.

- Teacher give explainations if necessary. * Activity 3. Group work Ss discuss the question: What will appliances - Divide Ss in to groups of 4. do in the future? What won’t they do? Using - Teacher gets some advanced stidents the phrases in 2. to report to the class.

Ex: Robots will cook the meals.

Robots won’t takr care of children.

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- Teacher explain how Might + V is used and how it is formed.

- Get Ss to study the grammar box.

Teacher explains what students don’t understand. .

- Play the recording and ask Ss to listen and read the poems, focusing on the rhythm and itonation. Ask Ss to read the poem individually and underline all the phrases “might + V” - Ss share the answers with a partner.

Might for future possibility - We use might + V to talk about actions that are possible in the future (We are not sure if they will happen or not). * Activity 4. Make imperative sentences 2T 4F 4F 5T 6F

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* Activity 5. Group work Think about what you might do or have in the future. Share your ideas with your classmates.

Ex: - Have Ss study the example first. I might have a smart phone to surf the Then ask them to think about what Internet. they might do or have in the future.

Finally, Ss share their ideas with their classmates. They may use the ideas in 2 and/or 4.

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4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Prepare for the next lesson: Unit 10: Communication.

- Do exercise B3, 4, 5, 6, 7(p.27-28) (Workbook). _______________________________________________________________________ Pre: / /2019 Period 82: TEST CORRECTION

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I. OBJECTIVES - Knowledge: Help sts check their knowlege about the newwords and grammars from unit 7 to unit 9.

- Skills: speaking, listening, reading & writing skills.

- Education: Know the importance of the revision and encourage SS to study harder. *Attitude: Teach Ss tobe strict and honest *Competences: Being able to do the exercises well.

II. PREPARATION - Material: questions and answers - Equipments: test papers III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Checking the old lesson: - Talk about your English speaking contest.

- New words 3. New lesson: A. General comments * Praise the Ss with the highest marks: 6A: ………………………………………… 6B: …………………………………………

6C: ………………………………………… 6D: ………………………………………… * Encourage the weak Ss to try harder.

6A: ………………………………………… 6B: …………………………………………

6C: ………………………………………… 6D: ………………………………………… * Most common mistakes: - Listening: …………………………………………………………………… ……………………………………………………………………

- Phonetics: …………………………………………………………………….. …………………………………………………………………....

- Grammar: …………………………………………………………………… ……………………………………………………………………

- Reading: …………………………………………………………………… ……………………………………………………………………

- Writing: …………………………………………………………………… ……………………………………………………………………

B. Keys and marks (Attached later) 52

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4. Consolidation - T recollects the test paper and remarks the test then take marks 5. Homework - Redo the test and review at home. ________________________________________________________________________ Pre: 21/03/2019 Period 83: UNIT 10: OUR HOUSES IN THE FUTURE Lesson 4: Communication.

I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to Use Will to talk about future action; Use might to talk about future possibility.

- Skills: Practise speaking,, listening skills.

- Atittude: Ss love their house and know how to protect it - Competences: To develop Ss’ self-study, cooperation and communication ability.

II. PREPARATION Lesson plan, textbook, pieces of paper.

III. TEACHING PROCESS 1. Organization: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 2. Oral test: - Ss write form of simple future tense and give examples.

3. New lesson: A. Warm up Chatting + What might We do in the future?

Sts take turn to answer the questions Write sts’ answers on the board quickly Ask sts to give their discussion on these answers Ask them to read these answers aloud Repeat the use of ‘ might/ will?

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B. Presentation Teacher’s and Students’ activities Task 1 Ask sts to write the phrases on six pieces of paper Ask them to try to remember these phrases Ask them to play the game in two teams : One st from each team shows a piece of paper then sts from other team have to guess the phrase in that piece of paper . With one correct

Main content Play game Ex 1/ - go to school - have telephones at home - watch films in the cinema - take pictures with our cameras - go on holiday to the beach - send postcards to friends Sts work individually 53

UNIT 10: OUR HOUSES IN THE FUTURE Lesson 5: Skills 1

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answer, the team will be added 1 point Task 2 a/ Ask sts to read the questions and Ex 2/ b/ Work in pairs answer them by ticking Yes/ No Ask them to share the answers with You: Hi, Hung. Will you have a lot of trees their partner and flowers around your house?

Hung: Yes, I will b/ Ask sts to work in pairs , using the You: Will your house be in the mountain? questions in “a” to interview their partner Hung: No, I want my house by the sea Ask them to read the model example first Ask them to work in pairs Note them that they have to use “ will, might” in their conversation Ask sts to work in pairs aloud Pay attention to their pronunciation 4. Consolidation: - T asks Ss to retell the main contents of the lesson.

5. Homework: - Do exercise C1, 2 (p.28-29) (Workbook).

- Ss write new words - Prepare for the next lesson: Unit 10: Skills 1. ________________________________________________________________________

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to Read for specific information about houses in the future and future appliance; Talk about houses in the future.

- Skills: speaking, reading skills - Atittude: Ss love their houses.

- Competences: To develop Ss’ self-study, cooperation and communication ability.

II. PREPARATION Lesson plan, textbook, Pictures, worksheets III. TEACHING PROCESS 1. Organization: Absence Period Teaching date Class Attendance order Permission Non permission 6A 6B 6C 6D 2. Oral test: - Teacher checks Ss’ homework.

3. New lesson: A. Warm up - Ask ss to tell some activities that they might do in future.

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B. Presentation Teacher and Students’ activities

Main content I. READING 1. Look at the picture and discuss with a partner. + What type of house do you think it is?

- It's a villa. + Where do you think the house is?

- On the ocean + What can you see around the house?

Interaction between Ss & Ss - T hangs another picture and asks Ss to look at the picture first.

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S: Read the text in silence and check the answers

+ What can you see in the house?

- robots ….

2. Quickly read the text. Check your ideas from 1: + helicopter (n) + solar energy (n) 3. Read the text and match the phrases in A with the correct ones in B. * Answer key: 1- a, e, c, 2- b, d, f, g

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4. Read the passage again and answer the questions. * Suggested answer: a. On the ocean b.There will be a swimming poolinfrontanda large flower gardenbehind the house. c.No, it won't. d.Theywilldothe housework.

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* T asks Ss to read the passage again in silence.

T asks 1 ss question (a) to make example.

- Ss work in pairs for 2 mins.

- Have some pairs of Ss to ask and answer in front of the class.

- Others give remarks.

- T gives out the correct answers.

- Ss copy down.

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- T asks Ss to read the text again - T asks Ss to match the phrases in A with the correct ones in B.

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- T: Please draw your future house ( don’t show your partner) and then describe it. Eg: My house will be - T asks Ss to work in pairs and follow the instructions. + Ss describe their house to their partner and the other will draw the house.

- T asks Ss to draw the appliances in their future bedroom.

- Let Ss discuss their work as given in the example.

- Have some pairs to talk in front of the class.

- T can help, guide the class to give their feedback.

II. SPEAKING 5. Work in pairs. Draw your future house Eg: My house will be on the Moon. It will be large and comfortable.

There will be some big trees around it …

6. Work in groups. Draw the appliances in your future bedroom then talk about them to the groups. * suggested ideas: - solar energy...

- surf the internet...

- will help me (to) do…

- order food from...

Eg: I will have a smart phone to talk to my 55

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- T has ss tell about things they friends on others planets. will have and what will it be used to do.

4. Consolidation Teacher gets students to retell what they have learnt.

5. Homework - Read and translate the text.

- Tell about your future house.

- Do Ex D1, 2 (WB) - Prepare for the next lesson: Unit 10: Skills 2. _______________________________________________________________________ Pre: 23/03/2019 Period 85: UNIT 10: OUR HOUSES IN THE FUTURE Lesson 6: Skills 2

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Listen to an interview about a house in the future.

- Write about a dream house. + Vocabulary:Types of houses, appliances + Grammar: Future tense with might and will.

- Skills: Practice and develop listening and writing skills .

- Atittude: Ss love their houses.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test Ss read and translate the text.

3. New lesson: A. Warm-up: Brainstorming - T asks Sts to work in groups to write all the dream houses, then go to the board to write down.

- T gives suggestions.

- palace - skyscraper - apartment - motor home - space houseboat Chatting: B. Presentation:

Your dream house

- UFO - villa

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Teacher and Students’ activities A. Listening: * Pre- listening: - Ask sts to read the questions of task 1 -T asks Ss to describe the house which they like best * While- listening: - T asks Ss to read the task 1 in their book.

- T can give some words before Ss listen.

Main content

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I. Listening 1. Listen to Nick and Linda talking about their dream houses. Which house would each prefer? Write their names under the correct pictures.

- Ss look at the pictures and give the name of them. ( Ss can guess the name of each picture) Eg: + type of house: + surroundings: + locations: - Ask them to focus on the task they * New words: have to do.

- coast (n): - T plays the recording twice.

- view of the sea - T asks Ss to listen and write the - super cable TV: speakers' names under the correct Linda: P3: ( villa by the sea, with a swimming pictures. pool and a flower garden) - T corrects their answers Nick: P1: ( apartment in the city) - Ss listen again and check their answers 2. Listen to the conversation again. What is - Ss copy in notebook important to Nick? What is important to Linda? Tick the columns.

- T asks Ss to look at the information in the first column.

- T plays the recording again - Linda: sea view, swimming pool, garden, - T asks Ss listen and tick what are quiet. important to Nick and Linda.

- Nick : park view, city view, cable TV - Ss check their answers each other - T calls Ss to give their answer to the class and correct the mistakes where necessary.

II. Writing B. Writing: 3. Work in pairs. Discuss the following * Pre-writing: ideas about your dream house - T divides the class into six groups - What type of dream house is it?

- Each groups has to discuss their - Where is it located? dream houses - What is there surrounding it?

- T can give some suggested ideas - What is it like?

- Ss answer the questions in the part 3 - Do you love your dream house?

- Ss fill the table, using the main 4. Now fill in the table about your dream information they have discussed in 3. house - T goes around the classroom and Type of house check their answers Location * While- writing: Surroundings - T checks the writing of students Number of room - T repeats some important structures Things in the house & what when writing about the dream house. they will/ might do for you.

Ss to write about the dream house.

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4. Consolidation: Teacher retells main points of the lesson.

5. Homework: - Prepare for the next lesson: Unit 10: Looking back & Project.

- Do Ex E1, 2 (WB) ________________________________________________________________________ Pre: 23/03/2019 Period 86: UNIT 10: OUR HOUSES IN THE FUTURE Lesson 7: Looking back & Project

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Revise and make the use of all the target knowledge in unit 10.

- Use will to talk about their future appliance. + Vocabulary:Types of houses, appliances + Grammar: Future tense with might and will.

- Skills: Practice and develop th four skills.

- Atittude: Ss love their houses.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Teacher checks students’ homework.

- Get two teams to name appliances in the home.

3. New lesson: A. Warm-up: Chatting: B. Presentation: Teacher and Students’ activities Main content I. Vocabulary: 1. Activity 1&2: Ss work individually to do exercises. Activity 1.

Do the work individually and compare with Asks Ss to compare their answer partner with their partner Check the answer Gives the answers a. robot b. automatic dishwasher c. wireless TV d. automatic washing machine e. modern fridge f. smart clock 58

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- Ask Ss to work individually to Activity 2 complete the table.

1. Robot: clean our house, wash our clothes - Have Ss write their answer in their 2. Automatic washing machine: wash and dry notebooks our clothes 3. wireless TV: ...

- asks Ss to do the exercise II. Grammar individually. Check the answers with Activity 3 their partners.

1. won’t 2. will 3. will Checks with the whole class 4. won’t 5. will 6. won’t

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- asks Ss to do the exercise * Activity 4: Gap fill 2. might 3. might not individually. Check the answers with 1. might 4. might not 5. might, might their partners.

- T checks with the whole class III. Communication Activity 5.

Pair work - Ss read the conversation in the Example: example then role play, using the 1. A: Will robots clean your house in the information in 2.

- Have Ss write one of the future?

B: Yes, they will. conversations in their notebooks.

2. A: Will super cars run on water in the future?

B: No, they won’t.

Think about an appliance you would like to have in the future. Write • Project: My future appliance I will have a robot. It will help me take care of details about the appliance. the flowers in the gardern.

(Ss may do this at home) 4. Consolidation - Summarize the main point of the lesson.

5. Homework - Prepare for the next lesson: Unit 11: Getting started.

- What can you do to make our world greener? ________________________________________________________________________ Pre: 27/03/2019 Period 87: UNIT 11: OUR GREENER WORLD Lesson 1: Getting started

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I. OBJECTIVES - Knowledge: This lesson will present the vocabulary and grammar items to be learned.

Ss then practice listening and speaking with the lexical items related to the topic "Our greener world".

- Vocab: Things that can be reduced, reused and recycled, environmental problems and their effects.

- Grammar: Conditional sentence type 1.

- Skills: Practice and develop the four skills.

- Atittude: Ss know how to protect environment; Want to protect the environment.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

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Class

Attendance

6A 6B 6C 6D

/

Absence Permission Non permission

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III. TEACHING PROCESS 1. Class settlement Period Date (Timetable)

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2. Oral test - Talk about the appliances in the future.

3. New lesson: A. Warm-up: Chatting: - Asks students to go to the board to correct the homework.

- Who can tell me how to make our world green?

S: plant trees Collect paper/ bottles and cans/ ....

Reducing/ reusing / recycling Give the correction( write a poster for his/ her future appliance) B. Presentation: Teacher and students’activities Main content Introducing: using the picture in the - Students look at the picture then answer the book on page 48 and asks students to questions: look at it then to answer the + They are going to the supermarket. questions: + It’s a shopping bag + What are they doing? + (S/T) : It’s a reusable shopping bag. It’s + What is this? better than a plastic one because it’s made of + What do you know about this natural materials. So it doesn’t cause the shopping bag? polluted environment.

Getting Started.

- Pre-teach vocabulary 1. Vocabulary: * Vocabulary checking : R.O.R - reuse (v): Tái sử dụng - reusable [,ri:'ju:zəbl] (adj): Có thể dùng lại được - Ss listen to the dialogue.

- pollute [pə'lu:t] (v): Ô nhiễm - Ss read the dialogue in silent.

- pollution [pə'lu:∫n] (n): Sự ô nhiễm - Have some pairs of students read - deforestation [di,fɔris'tei∫n] (n): Sự phá rừng the dialogue in front of the class.

- cause [kɔ:z](v, n): Nguyên nhân; gây ra - natural ['næt∫rəl](adj): tự nhiên - environment [in'vaiərənmənt] (n): môi trường * T asks Ss do exercise a - T gives 2 minutes to Ss read it and a. Gap fill complete the table.

1. on a picnic 2. reusable, natural (T asks Ss to share their answers 3. the check-out 4. a/ a reusable before discussing in groups or the 5. cycling whole class.

- T corrects and gives the right answers 60

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c. Find the expessions 1. I understand.

2. used to introduce a new subject for consideration or to give futher information.

3. used to say “no” or “not” strongly (can also be used to mean “No problem”) d. Gap fill 1. I see 2. Not at all 3. By the way

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2. There are a lot of environmental problems today. Write each problem in the box under the picture.

Keys: 1. soil pollution 2. deforestation 3. water pollution 4. noise pollution 5. air pollution

3. Now, listen, check and repeat the answers

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- Ss work in pairs.

Says to students about the environmental problems today on page 49. Then asks the students to look at the picture and write each problem in the box under the picture. + Ask students to do exercise “2” in the book in groups in 2 minutes.

Saying about the environmental problems today and write the environmental problems under the picture + Call students to go to the board to do in 2 minutes + Call some others to stand up and give the answers (one by one) + Give the correction if necessary. + Teacher ask students to listen carefully to check the anwsers + Teacher ask students to listen again and repeat the anwsers. + Call some students to stand up and read again - Ask Ss to read the “Watch out” box. T makes example of the two structures.

- Ss work in pairs to complete the exercise. + Ask a student to read the rule on page 49 Devide the class into 2 teamsto write down as many effects of the environmental problems today in 5 minutes + Teacher give out the remark.

b. Matching.

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* T tells Ss to read the column A and B to make sure they understand. Get Ss to give the answers.

- Confirm the correct answers. * T asks Ss to read conversation again to find the expression. Ask Ss to guess the meaning. Explain the meaning if necessary.

4. Match the causes in column A with the effects in column B - to make sb do sth - to cause sth Key: 1b 2d 3e 4c 5a 5. Game: Which group is the winner? + student listen to the rule on page 49 - write down as many effects of the environmental problems today in 5 minutes - Make at least 5 sentences with 5 effects using the structures in 4.

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 11: A closer look 1.

- Practise reading the dialogue fluently.

- Learn by heart all new words. ________________________________________________________________________ Pre: 28/03/2019 Period 88: UNIT 11: OUR GREENER WORLD Lesson 2: A closer look 1

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I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to: - Pronounce correctly the sounds /ɑ:/ and /æ/ in isolation and in context; Practise some words about things that can be reduced, reused and recycled.

- Know things that can be reduced, reused and recycled...

- Practise the sounds: /ɑ:/ and /æ/.

- Skills: Practice and develop the four skills.

- Atittude: Want to protect the environment.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Teacher checks students’ homework: + Write new words + Read the dialogue 3. New lesson: A. Warm-up: Chatting: B. Presentation: Teacher and students’activities Main content I. Vocabulary - reduce [ri'dju:s](v): Giảm bớt 1. Teaching vocab - recycle [,ri:'saikl](v): tái chế - Teacher uses different techniques to teach vocab (situation, realia) - bulb [bʌlb](n): Bóng đèn - rubbish ['rʌbi∫](n): Rác rưởi - Follow the seven steps of teaching vocab.

- glass [glɑ:s](n): thủy tinh - bottle ['bɔtl](n): chai, lọ - Repeat in chorus and individually - Copy all the words 62

* Checking vocab: Matching (Ex 2 P.50) - T plays the recording for Ss to listen and check their pronunciation.

1. rubbish 4. plastic bottle 7. paper 10. clothes

2. plastic bag 5. can 8. bulb

Recycle Rubbish, plastic bag, glass, plastic bottle, can, paper, bulb Newspaper, textbook, plastic container

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2. Matching (1 P.50) ? Ss work individually then compare in pairs. ? Teacher gives feedback.

- - Elicit the difference between “recycling” and “reusing” from Ss. Keys: 3. Put the words in 2 into groups (3 Reduce Reuse P.50) Rubbish, Plastic bag, - Ss work in pairs. Get 3 Ss to go to plastic bag, glass, plastic the board to write their answers noise, bottle, can, - Elicit some more words for each plastic paper, bulb, group from Ss bottle, water, clothes paper, Envelope, water carton box, Electrecity, old textbook gas 4. Listen to the “Three Rs” song (4 P.50) - Listen and repeat - Ss listen then sing along.

3. glass 6. noise 9. water

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II. Pronunciation 1. /ɑ:/ and /æ/ (5 P.51) - Explain how to make the two sounds. ? Listen and repeat. Pay attention to the sounds /ɑ:/ and /æ/ 2. Listen and group the words (6 P.51) - Play the tape twice ? Work individually to put the words into two groups. ? Check your answers in groups.

- Have two students write on the board.

3. Read the conversation. Write /ɑ:/ or /æ/ below each underlined letter (7 P.51) - Ss work individually then compare the answer with a partner.

III. Production ? Play the recording and pause after each word which has the underlined part. (8 P.51) 4. Consolidation

- Do the task individually Key: Sound /ɑ:/: fast, plastic, glass, dance, answer, afternoon.

Sound /æ/: had, bag, apple, activity Ss read the conversation. Write /ɑ:/ or /æ/ below each underlined letter 7 on P.51

Key: Sound /ɑ:/: class, ask, father.

Sound /æ/: stand, have, that

- Ss listen to the conversation and check their answers.

- Ss practise the conversation with a classmate.

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- Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 11: Closer look 2.

- Learn by heart all the new words - Do Ex A1,2 P32, B1,2 P33,34 (WB) ________________________________________________________________________ Pre: 08/04/2019 Period 89: UNIT 11: OUR GREENER WORLD Lesson 3: A closer look 2

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I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to use conditional sentence type 1 correctly and appropriately.

- Vocab: Things that can be reduced, reused and recycled...

- Grammar: Conditional type 1 - Skills: Practice and develop the four skills.

- Atittude: Want to protect the environment.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test + Write new words + Read the dialogue 3. New lesson: A. Warm-up: Chatting: B. Presentation: Teacher and students’activities Main content I. Grammar.

- Ask Sts to read the conversation on Conditional sentence type 1. page 47 while listening to the tape * Grammar box (TB P.51) Ask them to pay attention to the * The use: describes a thing which is possible conditional sentence type 1 and likely to happen at present or in the future Ask them to look at the Grammar box Give the use and the form of the conditional sentence type 1 If we all use this kind of bag, we’ll * The form: If + S + V (present simple), S + will (not) + V-inf help the environment.

- Teacher asks sts to give the correct Eg: If you use less paper, you will save a lot of verb form. trees.

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II. Practice * Exercise 2 1. is/ will plant Sts do the task individually 2. recycle/ will help - Teacher calls one st to do on the 1. will save/ don’t waste board then gives the correct answers 2. will have/ use 3. isn’t/ will be * Exercise 3. Matching - Sts do the task individually to 1- c 2- e 3- b 4- a 5- d match the half sentences - Call one st to do on the board - Call others to remark - Teacher gives the correct answers * Exercise 4.

(Ss take turns asking and answering about their - Ask Sts to do the task individually last weekend.) to combine each pair of sentences 1. If we pollute the iar, we will have breathing - Students do the task individually. problems.

- Teacher calls one st to do on the 2. If people pollute the water, a lot of fish will die board and others to remark 3. If we cut down trees in the forest, there will be - Teacher gives the correct answers more floods ....................... * Exercise 5.

1. If you walk to school, there will be less air - Teacher asks Sts to do the task pollution. individually to complete the 2. If you use recycled paper, you will save trees sentences then compare the answers in the forest.

3. If the earth becomes hotter, the ice will be with their partner melt.

- Students do the task individually.

- Call some sts to write their 4. If parents teach their children about the three Rs, they will protect the environment better. sentences on the board 5. If you want to save a lot of electricity, you will - Call others to remark have to turn off your appliances when you don’t - Teacher gives the correct answers use them.

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 11: Communication.

- Do exercise B3, B4, B5(p.34,35) (Workbook). ________________________________________________________________________ Pre: 08/04/2019 Period 90: UNIT 11: OUR GREENER WORLD Lesson 4: Communication

I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to use “conditional sentences – type 1” and questions to ask about frequency to talk about ways to “go green”.

- Skills: Practice and develop the four skills.

- Atittude: Want to protect the environment.

- Competences: To develop Ss’ self-study and communication ability.

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II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Period Date Class Attendance (Timetable) 6A / 6B 6C 6D 2. 15-minute test I. Write Things to reduce Things to reuse

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Absence Permission Non permission

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Things to recycle

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II. Complete the sentences.

1. If it isn’t rainy tomorrow, ………………………………………………………….

2. If we recycle more, ………………………………………………………………...

3. If you eat a lot of meat, …………………………………………………………….

4. If we plant trees in the school yard, ………………………………………………..

5. I will buy a new bike if …………………………………………………………….

6. We won’t get good marks if ……………………………………………………….

7. You must do your homework first if ………………………………………………

3. New lesson: A. Warm-up: Chatting: - T: Our environment is polluting. So, What can we do to protect the environment?

- T lets sts give answer freely. + Reduce rubbish. + Reuse old bottles, can,paper… + Recycle broken glass, plastic bottles,bags and cans, paper…… + Plant more trees……

B. Presentation: Teacher and students’activities Main content 1. The 3Rs Club…

1. The 3Rs Club… *Extra vocabulary. *Extra vocabulary.

1. Do a survey(v): tiến hành cuộc điều * Matching: tra.

Colunm A Colunm B 2. Be in need (v): cần 1. do a survey a. cần 3. Recycling bin (n): thùng rác 2. be in need b. thùng rác 4. Breeze (n): cơn gió thoảng 3. recycling bin c. gói, bọc 5.

Wrap (v): gói, bọc 4. breeze d. mời 6. Invite (v): mời 5. wrap e.tiến hành cuộc điều 6. invite tra. f. cơn gió thoảng - T asks students to do the exercise 66

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independently.

Ex1: We wrap our books very - T calls 1 student to do the exersise on the beautifully. board.

Keys: -T calls sts to remark.

1-e - T gives correct answers.

2–a - Students compare his/ her answers with 3–b yours.

4–f - T asks the whole class to read vocabularies 5 – c on the board.(2 times) 6-d -T asks ss to give example sentences.

2. Survey: 2. Survey: How “Green” are you?

- T says about 3Rs Club and explains.

Answer the questions by choosing A, B - Students listen. or C - T asks students to read the survey and do this exercise. * Answers: - Students read silently and do these Q1: A(0) B(2) C(2) sentences independently.

Q2: A(1) B(0) C( 2) - T explains and asks students to compare Q3: A(0) B( 2) C(1) your answers with those on page 57 and Q4: A(0) B (2) C(0) count the points.

Q5: A(1) B(0) C(2) - Students compare and count the point.

Q6: A(0) B(2) C(0) - Students work in pairs Q7: A(2) B(1) C(0) 14 – 16 points: You’re green!

Q8: A(2) B(0) C(2) 10 – 14 points : Try to be “greener”!

1 – 5 points : You aren’t “green” at all!

2. Interview a classmate……..

- T guides students to interview and report your classmate’s answer to the class. * Report: - T interviews one student in front of the Ex: If Mr/ Miss A find a beautiful old class. glass, he/ she will………….

- Students practice in pairs.

(Students practice in pairs in front of the - T guides students to compare . class.)

How many people have from 14 to 16 pts?

How many people have from 10 to 14 pts? *Answers How many people have from 1 to 5 points? P1: Why do we destroy the forests?

P2: What do we have to do to reduce air 3. Work in groups: - T asks students to work in groups to find pollution? other questions to add to the survey.

P3: What do we have to do to reduce soil - Students work in groups. pollution?

- T writes some questions of some groups P4: What can we do to protect our on the board. environment?

- Students give questions.

P5: Can you save enery?

- T guides Ss to vote for the best questions.

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 11: Skills 1.

- Do exercise C1, 2 (p.35-36) (Workbook). ________________________________________________________________________ 67

Pre: 08/04/2019 Period 91:

UNIT 11: OUR GREENER WORLD Lesson 5: Skills 1

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: Read for specific information about tips on how to be “green”.

Talk about ways to “go green”.

- Vocab: Things that can be reduced, reused and recycled...

- Grammar: Conditional type 1 - Skills: Practice and develop reading and speaking skills.

- Atittude: Want to protect the environment.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Teacher checks students’ homework: 3. New lesson: A. Warm-up: Chatting about ways to protect environment.

B. Presentation: Teacher and students’activities Main content I. READING - T gives some pictures - T introduces something about 3Rs Read the 3 Rs club poster about tips to club: become “green”.

- asks Ss to talk something about the environment nowaday.

- asks Ss to read 10 sentences about 3Rs. T asks Ss to do exercise in part 1.

- watch the pictures * Concept check: - listen to the teacher.

- meaning, pronunciation - read and answer T’s asking - T asks sts to retell “these words” in 1. Find these words or phrases in the text which sentences ? and underline them (Page 54): - T corrects the mistakes. + Charity ['t∫æriti](n): Lòng khoan dung; hội từ thiện + recycling bin (n): Thùng rác + swap [swɔp](v): Trao đổi + creative (adj) + reusable (adj) 68

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- Let sts practice speaking about discussing with your group and put the tips in order from the easiest to most difficult.

- Ask Ss to work in group to read the 3Rs again and put them in order from the easiest to most difficult.

- Ask Ss to compare the answer with other groups.

- Ask Ss to add more tips to the list.

- T gives some idea.

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- ask sts read the 3Rs again and answer the questions.

- Ask sts to work in pairs.

- correct.

2. Match the words with their meanings page 54.

1. creative - unique and interesting.

2. charity - giving things to people in need.

3. Swap - give something to a person and receive something from him/her.

4. resable - can be used again.

5. recycling bins - containers for things that can be recycled.

3. Answer the questions page 54.

Keys: 1. We will try to put recycling bins in every classroom.

2. We can swap our clothes with your friends or cousins.

3. We can refillable pens and pencils.

4. We can turn the tap off ………

5. We should bring plastic bottles.

II. SPEAKING 4. Work in groups.

- Discuss with your group and put the tips in order from the easiest to most difficult.

2- 3- 4- 8 - 1 - 7- 5 - 6 - 10

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- Ask sts to work in groups to do this exercise: match the words with their meaning.

- T can explain some new words if necessary.

T observes and helps sts when necessary

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5. The last tip tells you to find creative ways to reuse items before throwing them away.

Can you think of any creative ways to reuse.

- T asks Ss to use the items in a,b,c to a.- recyling the old envelopes. find creative way to reuse them.

- using the old envelopes to wrap food. a. old envelopes? b. - reusing the used water bottles. b. used water bottles?

- recyling them. c. uesd texbooks?

- using them to make small projects - Ask Ss to work in group. c. used texbooks.

- T goes around the class to help the - using them to wrap food. groups.

- recyling them.

- Ask groups to compere the answers Eg: I will have a smart phone to talk to my with the other groups. friends on others planets.

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 11: Skills 2.

- Do Ex D1, 2 (WB) ________________________________________________________________________ 69

Pre: 09/04/2019 Period 92:

UNIT 11: OUR GREENER WORLD Lesson 6: Skills 2

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Listen to get specific information about ways to make the school a “green” place.

- Write a paragraph about ways to make the school a “green” place.

- Skills: Practice and develop listening and writing skills.

- Atittude: Want to protect the environment.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Teacher checks students’ homework: 3. New lesson: A. Warm-up: Chatting about ways to protect environment.

B. Presentation: Teacher and students’activities Main content A. Listening: I. Listening * Pre- listening: 1. Gap fill - Tell Ss that 3Rs Club is looking for a Key: new president. Quickly elicit the 1. 6A 2. recycling necessary qualities of the club president 3. saving lights 4. book from Ss and write them on the board.

5. 6E 6. bus - Have Ss read the advertisement for this 7. gardening 8. uniform position. Ask them what they will do if they become the club president.

- Ss read the rubric of the first activity then guess the word/number to fill in each blank.

- Play the recording for Ss to check their guess then compare the answer with a partner.

- T gives feedback.

2. T/F statements.

Key: * While- listening: - Ss do the exercise individually without 1F 2F 3T 4F 5T listening to the recording.

- Ss compare their answer in pairs.

- Write Ss’ answers on the board.

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- Play the recording the last time to confirm the answers for both exercise 1 and 2 B. Writing: * Pre-writing: - Ask Ss to read the study skill box.

Teacher explain the use of connectors to show sequence.

II. Writing Study skill - writing First - Next - Then - After that - Finally...

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3. Interview a classmate...

Name:.....................................................

Idea 1:....................................................

- Ss work in pairs and interview each Idea 2:.................................................... other to find out the three things they Idea 3:.................................................... will do if they become the club president.

- Ask Ss to take note about each other’s ideas. * While- writing: 4. Write about your classmate’s idea in 3.

- Ss write their paragraph individually Do you think your classmate will be a based on the suggestions in the book. good club president?

- Ask one student to write the paragraph on the board. Other Ss and teacher give 1. His/her name and class comments on the paragraph on the 2. Idea 1 + explanation/examples. board.

3. Idea 2 + explanation/examples.

- T collects some writing to correct at 4. Idea 3 + explanation/examples. home.

5. Will he/she be a good club president?

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 11: Looking back & Project.

- Do Ex E1, 2 (WB) ________________________________________________________________________ Pre: 10/04/2019 Period 93: UNIT 11: OUR GREENER WORLD Lesson 7: Looking back & Project

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I. OBJECTIVES - Knowledge: By t he end of the lesson students will be able to: - Revise and make the use of all the target knowledge in unit 11.

- Use the conditional sentence - type 1 well.

- Vocab: Things that can be reduced, reused and recycled...

- Grammar: Conditional type 1 - Skills: Practice and develop listening and writing skills.

- Atittude: Want to protect the environment.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement 71

Period (Timetable)

Date

Class

Attendance

6A 6B 6C 6D

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Absence Permission Non permission

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2. Oral test - During the lesson.

3. New lesson: A. Warm-up: Play Networks: things to recycle, reduce, reuse.

B. Presentation: Teacher and students’activities Main content I. Vocabulary: 1. Activity 1, 2&3: Ss work individually to do exercises.

Activity 1.

Do the work individually and compare with Asks Ss to compare their answer with partner their partner Check the answer Gives the answers Reduce: electricity, paper, gas, rubbish, water,..

Reuse: bottle, envelope, light bulb, can, ..

Recycle: book, can, newspaper, plastic bag..

Ss work in pairs asking and Activity 2 answering questions about the 3Rs. A: Can we reduce water use?

B: Yes, we can.

A: How? B: Don’t take a bath.

- asks Ss to do the exercise • Activity 3a individually. Check the answers with 1. deforestation 2. air pollution their partners.

3. water pollution 4. noise pollution 5. soil pollution Checks with the whole class • Activity 3b 1b 2e 3a 4c 5d II. Grammar - asks Ss to do the exercise * Activity 4: Gap fill individually. Check the answers with 1. is - will rise 2. rise - will disappear their partners.

3. reduce - will have 4. don’t have, will be - T checks with the whole class 5. are - will be * Activity 5 - asks Ss to do the exercise 1. If students recycle and use recycled individually. Check the answers with materials, they will save energy. their partners.

2. If we use the car all the time, we will make - T checks with the whole class the air dirty.

3. You will save electricity if you turn off - Have SS write on their notebooks. your computer when you don’t use it.

4. People will stop using so much energy if they want to save the environment.

5. What will you do if you see a used can in 72

(Ss may do this at home)

If you want to save electricit y at home, what will you do?

If you want to reduce rubbish at home, what will you do?

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Ss work in group. One student interview the other three group members and note down their answer.

Ask Ss to report the results to the class.

the road?

III. Communication Activity 6.

Group work What will you do if you have some used plastic bottle at home?

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• Project: My future appliance I will have a robot. It will help me take care of the flowers in the gardern.

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next written test. ________________________________________________________________________ Pre: 12/04/2019 Period 94: REVISION

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to revise the language they have studied and the skills they have practised since unit 10 & 11.

- Skills: Listening, reading & writing skills.

- Attitude: Know the importance of the revision and encourage SS to study harder.

- Competences: Communication, cooperation, self-study.

II. PREPARATIONS - Materials: Textbook, and lesson plan.

- Equipment: Chalks.

III. TEACHING PROCESS 1. Class settlement: Absence Period Teaching date Class Attendance order Permission Non permission 6A / 6B / 6C / 6D / 2. Oral check: - During the lesson.

3. New lesson: I. Choose the word whose underlined part is pronounced differently 73

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1. A. page B. village C. luggage D. heritage 2. A. what B. which C. where D. who 3. A. can B. star C. bag D. that 4. A. far B. plant C. plan D. hat 5. A. plastic B. start C. stand D. land II. Complete the sentences with the words or phrases from the box.

Turn off Use Don’t throw Clean Collect 1. _______________ away things you can recycle.

2. _______________ the tap when you brush your teeth.

3. _______________ up the beach.

4. _______________ the rubbish from the park near your school.

5. _______________ the same plastic bags again and again.

6. _______________ the lights when you go out of a room.

III. Choose the correct answers a, b, c or d.

1. Soil pollution can lead to lack __________ food. a. for b. in c. on d. of 2. Almost 27,000 trees are cut __________ every day just to make toilet paper! a. off b. down c.up d.in 3. The three Rs __________ reduce, reuse and recycle. a. mean by b. turn to c.stand for d.put up 4 You shouldn’t throw those papers away; they’re __________ a. refillable b. reducible c.recyclable d.repayable 5. We should use reusable shopping bags __________ plastic bags. a. instead of b. because of c.in spite of d. place of 6. Thousands of people donated money and food to those in __________. a. length b. need c.order d.space 7. __________ pollution can cause hearing loss. a. Air b. Water c.Noise d. Soil 8. Turn off the tap __________ you brush your teeth and washing your face. a. when b. if c.because d. although 9. If more people cycle, there will be __________ air pollution. a. much b. more c.less d. little 10. Which of the following cannot be recycled? a. Milk cartons b. Glass bottles c. Cans d.Plastic bags IV.Complete the sentences with the correct form or tense of the verbs in brackets.

1. If people share their cars to go to work, there __________ (not be) so many car fumes.

2. I ____________ (study) here for more than three years.

3. What a nice dress! Where ____________ (you/ buy) it?

4. Don’t forget to take your umbrella. It ____________ (rain).

5. If we ____________ (recycle) paper products, we ____________ (save) more trees.

6. Our class _________ (organise) a writing contest. We have to write about the environment.

7. Give old clothes to charity instead of ____________ (throw) them away.

8. Encouraging people _____ (use) public transport is a great way to reduce traffic jams.

4. Consolidation - Recall the grammar structures 5. Homework - Prepare for the next written test. ______________________________________________________________________ 74

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Pre: 15/04/2019 Period 95: WRITTEN TEST 4 I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use and apply the language knowledge that they have learnt during the two units (Unit 10, 11) to do the tasks confidently and independently; check Ss’ knowledge to - Skills: listening, reading & writing skills.

- Education: Know the importance of the revision and encourage SS to study harder. *Attitude: Teach Ss tobe strict and honest *Competences: Being able to do the exercises well.

II. PREPARATION - Materials: Lesson plan, Test & keys - Equipment: CD, stereo Questions: (Attached later) III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6C / 2. Oral test: 3. Written test: The 45 minute test.

4. Consolidation: - Collect the papers.

- Remark the test 5. Homework: - Review the grammar. ________________________________________________________________________ Pre: 17/04/2019 Period 96: UNIT 12: ROBOTS Lesson 1: Getting started.

I. OBJECTIVES - Knowledge: This lesson will present the vocabulary and grammar items to be learned.

Ss then practice listening and speaking with the lexical items related to the topic "Robots".

- Grammar: Could for past ability, will be able to for future ability.

- Skills: Practice and develop the four skills.

- Atittude: active attitude in studying, love to technology.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A 6B 6C 6D 75

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2. Oral test - No tests.

3. New lesson: A. Warm-up: - T introduces the lesson by showing a picture of a robot.

B. Presentation: Teacher and students’activities Main content Getting Started.

1. Listen and read. * Vocabulary: - Pre-teach vocabulary - Robot ['roubɔt](n) : người máy * Vocabulary checking : R.O.R - role (n): vai trò - minor ['mainə] (adj): nhỏ, thứ yếu.

Minor role: vai trò thứ yếu.

- Human (adj): con người * Grammar: - T introduces + Could for past ability + Could for past ability; Will be able to In the past they had a minor role. They for future ability by sentences in part 1. could do very simple things.

- In the past they had a minor role. They + Will be able to for future ability. could do very simple things.

Ex: They will be able to do many things like - They will be ableto do many things humans. like humans.

They won’t be able to do things like play They won’t be able to do things like football or drive a car. play foot ball or drive a car a. Read the conversation again. Answer T: plays the tape and students listen and the following questions. read.

1. They could only do very simple things.

- Ss listen to the recording (twice) 2. Yes, they can - Ss write the correct answers on the 3. They will be able to do many things like board. humans - T corrects .

4. No, they won’t

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- Asks sts to name the thing they see - T asks them to find out four types of robots in the conversation and write them under the correct pictures -Call 2 pupils to go to the boad and write - Have some Ss to do in front of the class.

- T corrects them.

b. Find the four types of robots in the conversation. Write them under the correct pictures below.

1. teaching robots 2. worker robots 3. doctor robots 4. home robots

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2. Match the activities with te pictures.

- Have Ss quickly match each activity Then listen, check and repeat the with its picture . phrases.

- Ss play the recording for Ss to check their answers, 1. c 2.d 3. a 4. b.

- T corrects their pronounciation.

- T introduces the exercises 3 and 3. Game: Miming 76

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- Asks Ss to move around and ask different classmates different questions - Ss go around the class asking the questions.

- Asks Ss to report the results.

- Counts the number of Yes answers to each question and find uot which sports or gamesall Ss can play….

4. Look at the pictures. Tell your partner what you can or can’t do now Example: I can draw./ I can’t swim. a. I can play football /I can’t play football. b. I can climb a mountain./I can’t climb a mountain./ c. I can play the guitar/I can’t play the guitar. d. I can sing an English song./ I can’t sing an English song. e. I can + V…./ I can’t+ V….

5. Class survey: Teacher go around the class asking these questions. Find out: - The sports or games that all people can play.

-The sports or games that some people can not play.

- The sports or games that no one can play.

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- Teacher explains the use and help ss remember the use of can to talk about ability in the present and have some ss give examples. of modal “can”: We use can to talk about ability in the present.

- Asks a more able to tell what activities in the pictures he/ she can or can’t do.

- Asks the pupils to do the exercises.

Ss work in pairs .

- T goes around to help weaker ss.

Work in groups. A student mimes one of the activities in 2 and the others try to guess.

Then swap.

Example: A: what am I doing?

B: You’re doing the dishes.

A. Yes, that’s right/ No, try again.

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demonstrate the game to the class first - Asks a more able S to help you Let pupils play in groups.

- T corrects.

- Asks the students repeat the example in pairs.

- T can explain the meaning if necessary.

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 12: A closer look 1.

- Practise reading the dialogue fluently.

- Learn by heart all new words. ________________________________________________________________________ Pre: 21/04/2019 Period 97: UNIT 12: ROBOTS Lesson 2: A closer look 1

I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to: + Pronouce correctly the sounds /ɔi/ and /au / in isolation and in context; Practise some words about everyday activities. + Improve their listening skill, writing skill and pronunciation.

- Skills: Practice and develop the four skills.

- Atittude: active attitude in studying, love to technology.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION 77

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Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Write new words.

- Read the dialogue.

3. New lesson: A. Warm-up: - Jumbled words: Fofece keam dragu B. Presentation: Teacher and students’activities Main content I. Vocabulary * Teaching vocab - Teacher uses different techniques to - lift [ri'dju:s](v): nhấc lên teach vocab (situation, realia) - recognise ['rekəgnaiz](v): nhận ra - Repeat in chorus and individually - guard [gɑ:d](v): canh gác - Copy all the words - shout [∫aut] (v): la hét * Checking vocab: R0R - boil [bɔil](v): sôi (nước) - step [step](n, v): bước đi, dẫm lên 1. Matching ? Ss work individually then compare in pairs. ?Teacher gives feedback, play the Keys: recording. Ss listen and repeat.

1. c 2. a 3. b 4. e 5. d 2. Put the words in 2 into groups ? Ss work individually then compare in - Write another word/phrase for each verb pairs.

Key:- make a cup of coffee, make a cake... ? Teacher gives feedback.

- understand the lesson - lift a suitcase,...

- recognise her sweet voice * Grammar Grammar - Get Ss to study the grammar box, draw COULD Ss’ attention to the form of could.

1. Mary could do sums at the age of 17.

3. Put the words in correct order Ss work individually then compare in 2. Could you read and write when you were pairs.

6? ? Teacher gives feedback.

3. Robots could lift heavy things some years ago.

4. Robots couldn’t move easily until recent years.

4. Pairs work - Read the information abot the famous 78

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robot: Ongaku. Ask and answer Ex: questions about what it could/couldn’t A: Could Ongaku lift heavy things 2 years do 2 years ago. ago?

B: Yes, it could.

5. Writing Ss work individually then compare in pairs.

- Write 3 things you could do and 3 things you couldn’t do when you were in primary school.

- Listen and repeat Do the task individually ? Teacher gives feedback.

II. Pronunciation - Explain how to make the two sounds: /ɔi/ and /au/. ? Listen and repeat. Pay attentiion to the sounds /ɔi/ and /au/ 6. Listen and group the words Keys: - Play the tape twice Sound /ɔi/: voice, boy, toy, noisy, boil ? Work individually to put the words Sound /au/: down, house, around, flower, into two groups. shout ? Check your answers in groups.

- Have two students write on the board.

7. Listen and circle the word you hear - Ss work individually then compare the 1. oil 2. cow 3. Ouch 4. bow answer with a partner.

8. Listen and practice the chant.

Notice the sounds /ɔi/ and /au/. ? Play the recording and pause after each - Ss then practise the chant. Notice the sound word which has the underlined part. /ɔi/ and /au/.

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 12: A closer look 2.

- Learn by heart all the new words - Do Ex A1,2 , B1,2 (WB) ________________________________________________________________________ Pre: 21/04/2019 Period 98: UNIT 12: ROBOTS Lesson 3: A closer look 2 I. OBJECTIVES - Knowledge: By the end of the lesson, ss will be able to: - Talk about future ability.

- Practice doing exercises using modal verbs.

- Skills: Practice and develop the four skills.

- Atittude: active attitude in studying, love to technology.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION 79

II. Practice Ex1. Put the words in the corect order.

1.Robots will be able to do many things like humans in 2030 2. Will robots be able to talk to us then ?

3. Robots won’t be able to play football.

4. Will robots be able to recognise our fase?

Ex2.

Will you be goog at english when you are in year 8.

If yes : I will be able to read an english book when I am in year 8 If no: I won’t be able to read an english book when I am in year 8 ….

Ex3 Work in pairs. Ask and answer the questions about the activities in 2. Tell the class about your partner.

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II. Practice Ask sts to read the ex1 - Do the 1st sentence - Ask sts to read - Ask sts to do Sentences 2,3,4 in pair - Call sts to read the corect sentneces - Give the corect answer

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Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Write new words.

- Write ten words with /ɔi/ and /au/ sounds.

3. New lesson: A. Warm-up: + What could robots do in the past ? + What will robots be able to do in the future?

B. Presentation: Teacher and students’activities Main content I. Grammar I. grammar - Introducing new language” Will be Will be able to … able to ….”

(Students study the grammar box page 60) Using : We use Will be able to talk - Affirmative about ability in the future - Nagative - Give an example - Interrogative - Ask sts to give an example - Short answers

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Explain exercise 2.

Help sts to do the example with picture 1 Ask st to answer the question “Will you be good at english when you are in year 8”. With picture 2,3,4,5,6 Have sts to give the answer Corect them Ask sts to ask and answer the questions about the activities in ex2 in pairs before the class.

- T controls the class.

Ex: Will you be able to read an english book when you are in year 8?

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past Could Couldn’t

future -Will be able to -won’t be able to

Ex4: Fill the gaps with can, can’t, could , couldn’t, will be able to or won’t be able to.

1.couldn’t 2. will be able to 3. could/ can’t 4. won’t be able to 5. can Ex5. Complete the sentences. Use will be able to, can, could, and the verbs from the box.

1. can recognise 2. will be able to make 3. couldn’t do 4. will be able to guard Ex6. Work in pairs. Look at the information from the table below and tell your partner what Kitty could do in the past, can do now and will be able to do in the future. skill past now future Lift heavy things v v v x v v Make coffee Guard our house x v v Understand what x x v we say Ex. In the past, Kitty could lift heavy things.

Now, it can lift heavy things and in the futire it will be able to lift heavy things In the past, Kitty couldn’t make coffee.

Now, it can make cooffee and in the futire it will be able to make coffee

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- Ask st to look at the information from the table below and tell your patrner what Kitty could do in the past, can do now, and will be able to do in the future.

- ask st to go to the board and write the answer - give the corect answer

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Retell the usage of can, could, can’t, couldn’t, will be able to, won’t be able to.

Have st to do the ex4 and 5 Correct and give the corect answer

present Can Can’t

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Yes, I will/ no, I won’t - Ask st to complete the table with can, could, can’t, couldn’t, will be able to, won’t be able to present past future

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Review 4.

- Learn by heart all the new words - Do Ex B3,4,5,6 (WB) _______________________________________________________________________

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Pre: /04/2017 Period 99:

TEST CORRECTION

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I. OBJECTIVES - Knowledge: Help sts check their knowlege about the newwords and grammars from unit 10 to unit 11.

- Skills: speaking, listening, reading & writing skills.

- Education: Know the importance of the revision and encourage SS to study harder. *Attitude: Teach Ss tobe strict and honest *Competences: Being able to do the exercises well.

II. PREPARATION - Material: questions and answers - Equipments: test papers III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6C / 2. Checking the old lesson: - Talk about your English speaking contest.

- New words 3. New lesson: A. General comments * Praise the Ss with the highest marks: ………………………………………………………………………………………… * Encourage the weak Ss to try harder. ………………………………………………………………………………………… * Most common mistakes: - Listening: …………………………………………………………………… ……………………………………………………………………

- Phonetics: …………………………………………………………………….. …………………………………………………………………....

- Grammar: …………………………………………………………………… ……………………………………………………………………

- Reading: …………………………………………………………………… ……………………………………………………………………

- Writing: …………………………………………………………………… ……………………………………………………………………

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B. Keys and marks (Attached later) 4. Consolidation - T recollects the test paper and remarks the test then take marks 5. Homework - Redo the test and prepare new lesson. ________________________________________________________________________

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Pre: 22/04/2019 Period 100:

UNIT 12: ROBOTS Lesson 4: Communication

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I. OBJECTIVES - Knowledge: By the end of the lesson, Ss can use modal verbs to talk about robots’ skills.

- Skills: Practice and develop the four skills, especially speaking skill.

- Atittude: active attitude in studying, love to technology.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Write 6 sentences using can, could, will be able to.

- Answer T’s questions.

3. New lesson: A. Warm-up: - Discussion: What skills do you like a robot to have?

B. Presentation: Teacher and students’activities Main content 1. Listening 1. Listening * Extra vocabulary. *Extra vocabulary.

- comb (v, n): chải tóc; cái lược - teacher teaches Ss new words.

- bend over (v): cúi xuống, uốn cong - Checking vocabulary: R0R - garderning (n): việc làm vườn * Set the scene: Today we are going to - shout (v): la hét listen to a television interview asking some people around the world about what skills they like their robots to have.

Please think: What skills would you like a robot to have? And what skills do the two robots Ongaku and Kitty have?

Keys: 2. shoes 3. first - Ss read the interview and look 1. words 5. water carefully at the pictures of three robots 4. school and guess the missing words.

- Play the recording, Ss listen and check 2. Interview three people about what skill they want their robots to have. their guess.

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- T checks with whole class.

Interviewee 1. Chi 2.

3.

What abilities

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2. Pair work: - Ask Ss to move around and ask different classmates what skills they want their robots to have. Note down the answer in the table in 2.

3. Report the result to the class: - Get Ss to practise reporting the result Ex: The robot Chi has can..... in groups.

3. Work in groups: - T chooses some of the Ss to report their result in front of the whole class.

- T makes comment and correct any errors.

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 12: Skills 1.

- Do exercise C1, 2 (Workbook). ________________________________________________________________________ Pre: 22/04/2019 Period 101: UNIT 12: ROBOTS Lesson 5: Skills 1

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I. OBJECTIVES - Knowledge: By the end of the lesson, Ss can use modal verbs to talk about robots’ skills.

- Skills: Practice and develop the four skills, especially speaking skill.

- Atittude: active attitude in studying, love to technology.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Write 6 sentences using can, could, will be able to.

- Answer T’s questions.

3. New lesson: A. Warm-up: - Discussion: What skills do you like a robot to have?

B. Presentation: 84

Teacher and students’activities

Main content

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- Ask Ss to scan the passage again and find the detailed information to complete the table. Ask Ss to note where they have found the information.

- Ss compare in pairs - T checks the answers.

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- Set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions.

2. Comprehension questions Key: 1. A robot show 2. Young people are (interested in home robots) 3. The children like to see them.

4. There are worker robots, doctor robots, and space robots.

3. Read the text again and fill the table below.

Types What they will do?

Home Cook, make tea or coffee, clean robots the house and do the washing Help children study, teach them English, literature, maths and Teachin other subjects, help children g robots improve their English pronunciation Worker Build our houses, buildings robots Doctor Help sick people robots Space Buildspace stations on the robots Moon and other planets.

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- Ask Ss to scan the passage and underline the words “space robots”, space stations”, “apart from”, “types” and “planet” in the passage. Help Ss work out the meanings of these words from the context.

- Ask for translation to check if they understand.

I. READING 1. Find the following words/phrases in the text below. What do they mean?

- space robots - space stations - planet - apart from

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- Remind Ss of the form and use of will be able to. Ss may refer to the Grammar boxes in A closer look 2 and words and phrases that they can use to talk about robots’ skills in the Getting Started, Acloser look 1, A closer look 2 and Communication.

- Ss work individually.

II. SPEAKING 4. Write what you think each type of robot will be able to do in the future.

- Brainstorm ideas for additional everyday activities that a robot can help with.

- T asks a more able S to model this 5. Work in groups. Take turns talking activity in front of the class. about types of robots and what they will be - Have Ss work in groups. to do in the future. Can you think of other types of robots?.

4. Consolidation 85

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- Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 12: Skills 2.

- Do Ex D1, 2 (WB) _______________________________________________________________________ Pre: 27/04/2019 Period 102: UNIT 12: ROBOTS Lesson 6: Skills 2

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I. OBJECTIVES - Knowledge: By the end of the lesson, Ss can use modal verbs to talk about robots’ skills.

- Skills: Practice and develop the four skills, especially speaking skill.

- Atittude: active attitude in studying, love to technology.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - Write 6 sentences using can, could, will be able to.

- Answer T’s questions.

3. New lesson: A. Warm-up: - Discussion: Do you agree with the idea that robots will be very useful in the future?

B. Presentation: Teacher and students’activities Main content A. Listening: I. Listening * Pre- listening: 1. Do you agree or disagree with these - Ss work individually. statements?

- Ss share with their partners.

- Ss tick which statements about robots they agree or disagree with. * While- listening: 2. Listen and find out which person says - Ask Ss to read the construction what. carefully and remind them to remember - Ss do the exercise individually. the names of the people in the - Ss compare their answer in pairs. conversation they are going to hear.

Key: - Play the recording and ask Ss to do the 2. Duy 3. Mi 4. Phong 5. Mi exercise.

- Ask Ss to study the statements 3. T/F statements carefully. Ss may work in pairs to 1F 2T 3T 4F discuss the answers from the information they have heard in 2.

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- Play the recording for Ss to do the exercise.

B. Writing: II. Writing 4. Gap fill. * Pre-writing: - Ask Ss to read the paragraph and the 1b 2a 3c 4d phrase above it carefully.

- Ss work individually, compare the answers before discussing them as a class.

5. Writing - Write a paragraph to support the idea that * While- writing: - Ss write their paragraph individually robots will be very useful in the future. based on the suggestions in the book.

- Ss may refer to the paragraph in 4 and the - Ask one student to write the paragraph reading in Skills 1 for useful language and on the board. Other Ss and teacher give ideas. comments on the paragraph on the I agree with the idea that in the future robots board.

- T collects some writing to correct at will be very useful to us. There are many types of robots. These robots can do many home. things. Firstly, at home, home robots can do all of our housework. Secondly, in education teaching robots can help children do their homework. Besides, in medicine, doctors robots will be able to help sick people.

Finally, robots will be able to do all dangerous work for us. For these reasons, I think that robots will be useful in our future.

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Unit 12: Looking back & Project.

- Do Ex E1, 2 (WB) _______________________________________________________________________ Pre: 28/04/2019 Period 103: UNIT 12: ROBOTS Lesson 7: Looking back & Project

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to: - Revise and make the use of all the target knowledge in unit 12.

- Use “will be able to” and “won’t be able to” to talk about future abilities.

- Vocab: Words to name everyday activities.

- Grammar: Could for past ability, will be able to for future ability.

- Skills: reading, speaking & writing skills - Atittude: active attitude in studying, love to technology.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 87

1. Class settlement Period Date (Timetable)

Class

Attendance

6A 6B 6C 6D

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Absence Permission Non permission

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2. Oral test - Teacher checks students’ homework: 3. New lesson: A. Warm-up: B. Presentation: Teacher and students’activities

Main content

I. Vocabulary: Activity 1.

Do the work individually and compare with partner Check the answer 1. cut 2. lift 3. tea 4. laundry 5. do

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Activity 2 1. guard 2. make 3. understand 4. recognise

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- asks Ss to do the exercise individually.

- Remind Ss that the words, phrases and sentences around the blanks will provide the context for them to choose the correct verbs.

Check the answers with their partners.

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- asks Ss to do the exercise individually. II. Grammar Check the answers with their partners. * Activity 3: Gap fill - T checks with the whole class 1. will be able to 2. won’t be able to 3 will be able to 4. will____be able to 5. won’t be able to

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* Activity 4 - asks Ss to do the exercise individually. 1. Will robots be able to make coffee in the Check the answers with their partners. future?

- T checks with the whole class - Yes, they will / No, they won’t.

2. Could he ride a bike when he was in Year - Have SS write on their notebooks.

6?

- Yeas, he could / No, he couldn’t.

3. Can you do the dishes?

- Yes, I can / No, I can’t.

- asks Ss to do the exercise individually. * Activity 5: Writing - Teacher goes around to help weaker - I could swim when I was 10.

Ss. - I can ride a bike now.

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- T checks with the whole class

- I can speak English better when I finish Year 6. .....

- Have SS write on their notebooks

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- Have Ss read the questions and III. Communication Activity 6. answers once or twice.

- Ask Ss to do the exercise individually 1c 2d 3a 4b then compare in pairs.

Project: My future appliance (Ss may do this at home) I will have a robot. It will help me take care of the flowers in the gardern.

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Review all the lessons. ________________________________________________________________________ Pre: 28/04/2019 Period 104: REVIEW 4 (LANGUAGE)

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I. OBJECTIVES - Knowledge: By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 10, 11, 12 by doing exercises.

- Skills: reading, speaking & writing skills - Attitude: active attitude in studying.

- Competences: To develop Ss’ self-study and communication ability.

II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test - During the lesson.

3. New lesson: A. Warm-up: - Ask Ss to recall some main points of language they have learnt from unit 10 to unit 12.

B. Presentation: Teacher and students’activities Main content A. Pronuciation: - Ss work individually. * Activity 1 - T plays the recording. Ss listen and Which underlined sound is pronounced check. differently in each group?

1A 2C 3B 4A 5A 89

B. Vocabulary: Ss do this task separately and share their * Activity 2: answers later with a partner.

1. Deforestation - T checks with whole class.

3. noise

* Activity 3: 1. recognise 3. make

2. guards 4. do

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- Ask Ss to do this exercise individually.

- T quickly checks students’ answers.

2. Air 4. soil

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- T elicits from Ss the form and the use of will for future prediction.

C. Grammar: - Call a student to do the exercise on the Activity 4: board while other students do it.

- T elicits from Ss the form and the use 1. will be 2. will use 3. won’t be of conditional sentence type 1.

4. won’t need 5. will bring Ss do this task separately and share their answers later with a partner.

- T checks with whole class.

Activity 5: 1. If we continue to pullute the air, we will - T elicits from Ss the form and the use have breathing problems. of might. Ask Ss to tell the differences 2. If we (can) prevent deforestation, we will between the use uf will and might. help animals and the planet.

- Call a student to do the exercise on the 3. If we recycle more, we will save a lot of board while other students do it. materials.

2. will leave 4. might visit

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- Ss do this task in pairs.

Activity 6: - T checks with whole class.

1. might meet - Ask some pairs to act out the short 3. will go conversations.

5. might go

D. Everyday English Activity 7 do the task in pairs 1. a 2. c 3. b

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the next lesson: Review 4: Skills. _______________________________________________________________________ Pre: 28/04/2019 Period 105: REVIEW 4 (SKILLS) I. OBJECTIVES - Knowledge: By the end of the lesson, Ss can review skills (reading, speaking, listening & writing they have learnt from unit 10, 11, 12 by doing exercises.

- Skills: reading, speaking & writing skills.

- Attitude: active attitude in studying.

- Competences: To develop Ss’ self-study and communication ability.

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Absence Permission Non permission

Attendance

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II. PREPARATION Cards, cassette and disc.

III. TEACHING PROCESS 1. Class settlement Period Date Class (Timetable) 6A 6B 6C 6D 2. Oral test - During the lesson.

3. New lesson: Teacher and students’activities

Main content

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A. Reading - Ss do individually and check their * Ex1+2 (individual) answers with a partner before giving KEY: their answers to T. T confirms the Ex1: 1A 2B 3C 4D correct answers Ex2: 1A 2B 3A 4A - T checks Ss’s answers .

B. Speaking: - Have Ss work in pairs, discussing the *Ex3. Work in pairs. You are going to questions in 3. design your future house. Discuss the - T goes around to help weaker Ss. questions. *Ex4: Work in groups. Take turns describing - Have Ss work in groups taking turns to your future house and try to persuade your describe their future house and try to group members to live in it. Who has the persuade their group members to live in best future house in your group? it.

My future house is.......

- Ask each group to choose the student who has the best future house.

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C. Listening: T plays the resording once for Ss to *Ex5. (individual) listen. Play the recording again for Ss to KEY : write down their answers. Announce the 1 answers to Ss 2 3 - Set up the writing activity. T reminds Ss that the first most important thing is always to think about what they are going to write. In this case, Ss may use the ideas given in 5 or their own ideas.

- Teacher brainstorms with Ss for the language necessary for writing and note some useful expressions and language on the board.

4 5 6

D. Writing: Write about what you should do to improve the environment. Use the ideas from 5 or your own ideas.

I think we can do many things to improve the environment aroun us. Firstly, we should recycle more rubbish such as glass, paper, plastic,... Next, we should pick up rubbish in parks or in the street. Then, we can use reusable bags instead of plastic bags.

Finally, we should save energy. We can turn 91

- Have Ss write the draft first, then ask off lights and TVs when we are not using them to write their final version in class them. or at home.

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4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework - Prepare for the test of the second term. _______________________________________________________________________ Pre: 28/04/2019 Period 106: TEST FOR THE SECOND TERM

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I. OBJECTIVES - Knowledge: By the end of the lesson students will be able to use and apply the language knowledge that they have learnt during the six units (Unit 7-12) in the second semester to do the tasks confidently and independently; check Ss’ knowledge to - Skills: listening, reading & writing skills.

- Education: Know the importance of the revision and encourage SS to study harder. *Attitude: Teach Ss tobe strict and honest *Competences: Being able to do the exercises well.

II. PREPARATION - Materials: Lesson plan, Test & keys - Equipment: CD, stereo Questions: (Attached later) III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Oral test: 3. Written test: The 45 minute test.

4. Consolidation: - Collect the papers.

- Remark the test 5. Homework: - Review the grammar. ________________________________________________________________________

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Pre: /05/2019 Period 107:

TEST CORRECTION

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I. OBJECTIVES - Knowledge: Help sts check their knowlege about the newwords and grammars from unit 10 to unit 11.

- Skills: speaking, listening, reading & writing skills.

- Education: Know the importance of the revision and encourage SS to study harder. *Attitude: Teach Ss tobe strict and honest *Competences: Being able to do the exercises well.

II. PREPARATION - Material: questions and answers - Equipments: test papers III. TEACHING PROCESS 1. Class settlement Absence Period Date Class Attendance (Timetable) Permission Non permission 6A / 6B 6C 6D 2. Checking the old lesson: - Talk about your English speaking contest.

- New words 3. New lesson: A. General comments * Praise the Ss with the highest marks: ………………………………………………………………………………………… * Encourage the weak Ss to try harder. ………………………………………………………………………………………… * Most common mistakes: - Listening: …………………………………………………………………… ……………………………………………………………………

- Phonetics: …………………………………………………………………….. …………………………………………………………………....

- Grammar: …………………………………………………………………… ……………………………………………………………………

- Reading: …………………………………………………………………… ……………………………………………………………………

- Writing: …………………………………………………………………… ……………………………………………………………………

B. Keys and marks (Attached later) 4. Consolidation - T recollects the test paper and remarks the test then take marks 5. Homework - Redo the test and review at home. ________________________________________________________________________ 93