GIÁO ÁN GLOBAL SUCCESS 6 HK2 (BÀI 7-12) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2021-2022 (BỘ 2)

GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS

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GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS HK2 (BÀI 7-12) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2021-2022 (BỘ 2) (Prod. by Dạy Kèm Quy Nhơn) WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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

Date of planning : …/… / 2022 Date of teaching : …/… / 2022

Week : 19 Period :

UNIT 7: TELEVISION Lesson 1: GETTING STARTED - What’s on today?

I. OBJECTIVES: By the end of the lesson, students will be able to: use the lexical items related to the topic television programmes for children; use the vocabulary and structures to talk about famous children’s programmes II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: use the words related to the topic “Television” talent (n), programme (n), animated (adj), prefer (v), character (n), educational (adj) * Grammar: Wh-question words to make questions; conjunctions to connect clauses in compound sentences; 2. Competence: Ss listen , read and understand the conversation between Phong and Hung; then answer the questions; talk about someone’s favorite programmes 3. Quality/ behavior: Ss will be more aware of spending time watching TV, and choose the best programme for yourself; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

III. TEACHING AIDS: 1. Teacher: - Grade 6 textbook, planning (Unit 7, Getting started) - smart TV and cards, visual aids - sachmem.vn 2. Students: Text books, notebooks, posters, …

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: - To create a friendly and active atmosphere in th e class before the lesson; To give the teacher and Ss a chance to introduce themselves; -To lead into the new unit. * Content: Write words related Television. And lead in the new lesson * Products: Students write words corectly on the group board * Organization of implementation: Teacher’s and Ss’activities Content *Warm up: T –Ss (Team work) Warm up: * Spider web completion: - Teacher draws a spider web on the board with the word TELEVISION in the middle.

- Teacher divides class into 2 teams and asks students to write words they know relating to the topic.

- Students write down on the groupboard and stick it on the board.

-The team who has more correct words is the winner.

- Teacher writes down the answers on the board.

channel

...

TV show TELEVISION cartoon

news

1. Do you like watching TV? Why/Why not?

2. How many hours a day do you watch TV? * Lead in: Teacher draws students’ 3. What channel do you like best? attention to the title of the conversation and * Suggested answers: the picture in the textbook and asks them 1. Yes, I do. I love watching TV because it’s fun. questions : 2. I spend about thirty minutes/ one hour a day watching TV. 3. I like Cartoon Network/ VTV3/ VTV1. * Presentation (7’) * Aim: To introduce the vocabulary appearing in the text. * Content: Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab.

Students know how to to play the game “what and where” * Organization of implementation Teacher’s and Ss’activities Content

Pre teach vocabulary - T-Ss - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab.

- Repeat in chorus and individually - Copy all the words

* Vocabulary - talent (for) (n) : tài năng - programme (n) :chương trình - animated (adj) : hoạt hình - prefer (v) : thích hơn - character (n) : nhân vật - educational (adj) : mang tính giáo dục

* Checking vocab: < what and where> * Checking vocab: < what and where>

* Practice (25’) Task 1 * Aims: To set the context for the introductory text; To practice the targeted language and the background knowledge of the topic Television. * Content: Listen and read the conversation, answer some questions.

* Products: Students read and understand the meaning of the text.

Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content * Set the sences: * Answer the questions: T-Ss a) They are Phong and Hung Look at the picture and the dialogue b) They are talking about TV shows. a) Who are they in the dialogue?

(They are talking about their favourite TV b) What do you think they are talking programmes ) about?

Task 1: T-Ss Task 1: Listen and read.

- Teacher plays the recording twice.

- Students listen and read.

- Teacher checks students’ prediction.

- Teacher calls 3 students to read the conversation aloud.

- Students work independently.

- Teacher allows students to share their answers before discussing as a class.

Teacher checks the answers as a class and asks if any students have watched these programmes

Task 2 * Aims: To help Ss focus on the topic of the lesson. * Content:. Read the conversation again and choose the correct answer A, B, or C. * Products: Ss choose the answers corectly ( pair work) * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Choose the correct answer A, B, or C. - Teacher asks students to read the questions carefully and choose the correct * Answer key: answers. Encourage them not to look back 1. C 2. A at the conversation first.

3. A - Teacher allows students to share their 4. A answers before discussing as a class.

- Teacher checks their answers as a class and shows students where to find the answer in the conversation.

Task 3 * Aims: To help Ss learn the names of some TV programmes. * Content:. Read the conversation again and match the names with suitable descriptions. * Products: Student’s choose the correct answers . (work independently) * Organization of implementation: Teacher’s and Ss’activities Task 3: T - Ss - Teacher encourages students to do the task without looking back at the conversation.

If they cannot, let them read the conversation again to find the answers.

Content Task 3: Read the conversation again and match the names with suitable descriptions. * Answer key: 1. c 2. a

3. e

4. b

5. d

Task 4 * Aims: To help Ss focus on the use of adjectives to describe TV programmes and characters. * Content: write the adjectives in the conversation which describe the programmes and characters. * Products: Students write correct the adjectives words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Find and write the adjectives in the - Teacher guides students to look back at conversation which describe the programmes and the conversation and find where the names characters. of the programmes/ characters appear. The * Answer key: answers they need are around. interesting - Students can work in pairs to complete wonderful this task. clever - Teacher calls a student to write the educational answers on the board.

- Teacher asks if other students have other answers and checks as a class. * Production Task 5:(5’) * Aims: To help Ss talk about what TV programme(s) they like. * Content: Game – Find someone who…( talk about their favourite programme ) * Products: Students ask and answer in font of the class ( Students present in front of the class ) * Organization of implementation: Teacher’s and Ss’activities Task 5:T-Ss, Ss-Ss - Teacher gives each student a copy of the worksheet (Appendix 1).

- Teacher goes through how to construct “Do you like…?” questions and short answers “Yes, I do. / No, I don’t.” with the class.

- Students use the prompts on their worksheet to ask questions to their classmates in 3 minutes.

- When a classmate answers “Yes, I do.”, the student writes their names in the “Name” column next to the item.

- When a student finishes, ask him/her to

Content Task 5: Game – Find someone who… * Example: A: Do you like sports programmes on TV? B: Yes, I do. / No, I don’t.

“Do you like …?” * Model answer: Ask other students 1. …like sports programmes on TV. Question: Do you like sports programmes on TV? 2. … like music talent shows.

3. … like animated films.

4. … like cartoons.

5. … like English programmes.

Name(s) …Hung…

…Lan… …Binh… …Khoi… …Hoa…

e.g. Hung likes sports programmes on TV. Lan likes

say “Bingo”. Three fastest students will present their findings and get marks for their presentation.

- Now present your information about five students to the whole class.

music talent shows. Binh likes animated films and Khoi likes cartoons. Hoa likes English programmes.

3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Vocab about the topic Television and Read and understand content of the conversation * Products: Say aloud some words they remember from the lesson. * Organization of implementation Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocab about television programme. they have learnt in the lesson.

- Read and understand content of the conversation - Ss work indepently 4.. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Learn all the new words by heart. the new lesson.

- Do exercises in the workbook.

- Talk about your favourite programme - Prepare lesson 2 ( A closer look 1). *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022

Week : UNIT 7: TELEVISION Period : Lesson 2: A closer look 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Television; - use the vocabulary and structures to talk about TV programmes; - pronounce and recognize the sounds /θ/ and /ð/.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: comedy (n), viewer (n), performer (n), popular (adj), live (adj), boring (adj) + Pronounciation: the sounds /θ/ and /ð/. * Grammar: Wh-question words ; conjunctions to connect clauses in compound sentences 2. Competences: Students pronounce correctly the sounds /θ/ and /ð/ in isolation and in context; Students know some words/phrases, adjectives to describe television programmes and characters to describe TV programmes.

3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself. Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 7, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic.

To lead in the lesson about vocabulary and pronunciation. * Content: Game : Matching(match the names of TV programmes with suitable pictures) * Products: Ss match words and pictures exactly on the goupboard. * Organization of implementation: Teacher’s and Ss’activities Content * Matching - Teacher divides students into 4 groups and * SET OF PICTURES:

delivers a set of 6 pictures about famous TV programmes for children.

- Teacher asks students to work in groups and match the names of TV programmes with suitable pictures.

- The fastest group will say “Bingo” and stick their work on board.

- Teacher checks the answers and gives a small gift to the winning group. + Lead in: Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about TV programmes.

Talent shows

The Voice Kids

words/phrases they do not remember.

- Students read the definition and do the task.

- Teacher calls some students to give their answers.

- Teacher gives feedback and corrections (if necessary).

3. comedy 4. talent show 5. viewer

Animated films

* Presentation (5’) * Aim: To teach students some nouns and adjectives to talk about TV programmes. * Content: Vocabulary about TV programmes. * Products: Read and pronounce correctly and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab.

- Repeat in chorus and individually - Copy all the words

* Vocabulary - comedy (n): [picture] - viewer (n): [picture] - performer (n): [picture] - popular (adj) [definition] - live (adj) [definition] - boring (adj) [antonym] interesting

* Checking vocab: < Matching>

* Checking vocab: < Matching> *Practice (20’)

Task 1 * Aims: To teach students some words/phrases related to television. * Content: Write the words/phrases in the box next to the definition. * Products: Students give their answers exactly . * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Write the words/phrases in the box Task 1: T-Ss - Teacher asks students to read the next to the definition. words/phrases in the box first and see if * Answer key: they can remember some of them from the 1. character previous lesson.

2. educational programme - Teacher reminds students of the

Task2 * Aims: To give students further practice on how to use some words/phrases in context. * Content: Complete the sentences with the words/phrases in the box. * Products: Ss say the correct answers ( pair work). * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences with the words/phrases in the box.

- Teacher asks students to work in pairs and * Answer key: use the words/phrases in the box to 1. channel complete the sentences.

2. character - Students work in pairs and do the task.

3. animated films - Teacher calls some pairs to share their 4. game show answers with the whole class.

5. comedies - Teacher gives feedback and corrections (if 6. viewers necessary).

Task 3 * Aims: To teach students more adjectives to describe television programmes and characters * Content: Complete the sentences with the adjectives in the box. * Products: Student’s say correct answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences with the - Teacher asks students to use the given adjectives in the box. adjectives to complete the sentences.

Answer key: - Students work independently.

1. popular 2. boring - Teacher allows students to share their answers before discussing as a class.

3. cute - Teacher asks some students to share the 4. live answers and gives corrections (if necessary). 5. funny 6. educational * PRONUNCIATION (10’) * Aims: To help students have concept and identify the sound /θ/ and /ð/. * Content: Understand and know how to pronounce the sounds /θ/ and /ð/. * Products: Students pronounce words exactly . * Organization of implementation: Teacher’s and Ss’activities Content

* Presentation T-Ss - Teacher introduces 2 sounds /θ/ and /ð/ to students and lets them watch a video about how to pronounce these two sounds.

- Teacher asks students to give some words they know containing these sounds.

* PRONUNCIATION * Suggested answers: - /θ/: think, thank, throw, theatre, third.

- /ð/: this, that, these, those, there, father.

Task 4 * Aims: To help students identify and practise the /θ/ and /ð/ sounds. * Content: Listen and repeat. Underline the words with the sounds /θ/ and /ð/. * Products: Students read the words exactly (work individually) * Organization of implementation: Teacher’s and Ss’activities Task 4:T-Ss, Ss-Ss

- Teacher asks students to read the words first as they are familiar with students.

- Teacher plays the recording and asks students to listen carefully and check if they have pronounced them correctly.

- Teacher plays the recording again.

Students listen and repeat.

- Teacher calls some students to read the words individually.

Content Task 4: Listen and repeat the words. * Audio script:

/θ/: theatre, earth, anything, both, through /ð/: there,them, neither,weather,than

Task 5 * Aims: To help students pronounce the sounds /θ/ and /ð/ correctly in context. * Content: Tongue Twister. Take turns to read the sentences quickly and correctly. * Products: Students read the words exactly (work individually) * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss-Ss Task 5: Tongue Twister. Take turns to read the - Teacher allows students to work in pairs sentences quickly and correctly. and practice reading the tongue twister: 1. They are thinking about the weatherthere.

2. The new theatre opens on Thursdaythe t hird. slowly at first, then faster and faster.

- Teacher asks some students to read the - Tongue Twister aloud. * Production (3’) * Aim: To give students a chance to apply what they have learnt. * Content: Game: Tongue Twister Race. * Products: Students read aloud their sentences. * Organization of implementation:

Teacher’s and Ss’ activities - T-Ss, Ss-Ss - Teacher writes two tongue twisters on the board and first practices the tongue twister with the students.

- Teacher lets students practice in pairs, then asks students to line up in two teams.

- Teacher lets the first team say the first tongue twister, one student at a time and see how long it takes them to say the tongue twister correctly as a team. After, write the total time taken on the board.

- Now the second team says the second tongue twister, one student at a time as quickly as they can.

- The team who says the tongue twister quicker wins.

Content * Game: Tongue Twister Race.

* Tongue Twister sentences

1. The first thing that they think of is this.

2. These things finish sooner than you think

* Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Revise Vocabulary and find 5 more words with /θ/ and 5 more words with /ð/. * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn all the new words by heart.

- Do exercises in the workbook.

- Find 5 more words with /θ/ and 5 more words with /ð/.

- Prepare lesson 3 ( A closer look 2)..

*- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 7: TELEVISION Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - know how to use Wh-questions and conjunctions in compound sentences: and, but, so correctly.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: The lexical items related to the topic “television” * Grammar: Use conjunctions (but, and, because …) and question words (where, who, why,… ) 2. Competences: Know how to use some question words and conjunctions correctly; Talk about a favourite TV programme; identifying types of TV programmes in the world.

3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

III. MATERIALS * Preparation: 1. Teacher: - Text books , pictures, planning (Unit 7, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’)

* Aim: To activate and anticipate students’ knowledge of the questions they are familiar with To introduce targeted grammar of Wh-questions. * Content: Game: Netwworking “Question words” * Products: Students words correctly on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Networking * Game: Netwworking - Teacher divides the class into two teams, What then writes “question words” on the board and gives them two minutes to discuss.

- After that time, a student from each team one Question words by one runs to the board and writes one word.

- The team which has more correct answers is the winner. * Suggested answer: - Who , what, where, when, why, which, how,…

Lead in:Teacher draws students’ attention to the question words they are going to learn in the lesson: when, how many, how often, what, where, who and why and informs students of conjunctions: but, so, and. * Presentation (15’) I. Wh-questions: Task 1+ 2 * Aim: To remind students of the questions they are familiar with.

To help students identify the functions of different question words. * Content: Read the conversation and underline the question words; Read the conversation and underline the question words. * Products: Understand and know how to use different question words. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Read the conversation and underline the question words.

- Teacher has students complete the task * Answer key: individually.

What are you doing tomorrow?

Where is it?

- Teacher checks the answers as a class.

How long is it on?

Task 2: Match each question word with the information it needs.

Task 2: - Teacher allows students to do the matching in pairs.

- Teacher checks their answers as a class.

- Teacher explains if students have any difficulty understanding how to use the question words.

* Answer key: When – time How many – number How often – repetition What – thing Where – place Who – people Why – reason II. Conjunctions: but, so, and

II. Conjunctions: but, so, and * Aim: Help Ss know the meanings as well as the use of the three conjunctions: and, but, so. * Content: Explain the way to use and give example. * Products: Understand and know how to use three conjunctions: and, but, so.

Teacher’s and Ss’activities - Teacher writes the example in the Remember! Box (page 10) on the board and circles the conjunction in the sentence.

- Teacher underlines the clauses before and after the conjunction.

- Teacher draws students’ attention that conjunctions are used to connect two clauses into a compound sentence.

- Teacher introduces the focused conjunctions: but, so, and.

Content * Conjunctions: but, so, and We use conjunctions to combine two clauses into acompound sentence.

- “and”: is used for addition.

- “but” is used for the contrast.

- “so” is used for the result * Exam p les: + I like watching cartoons, but my brother likes

+ watching sports.I enjoy sports, so I spend a lot of time outdoors. + I'm helping decorate the house, and my brother is busy cooking.

- Teacher asks students to work in groups of 4 and make 3 compound sentences using three target conjunctions.

* Suggested answers: + It is still painful, so I go to see a doctor. + She is tall, but her sister is short. +I like music, and I like watching TV, too. * Practice (15’)

Task 3 * Aims: To give students more practice with question words. * Content: Use the question words in the box to complete the conversations. * Products: Ss say the correct words.

* Organization of implementation: Teacher’s and Ss’activities Task 3:T –Ss : Ss- Ss - Teacher has students work on the exercise individually before they compare answers with each other.

- Teacher plays the recording and asks students to listen and check their answers.

Also remind students to pay attention to the tune of the wh-questions (falling at the end).

- Teacher gives feedback as a class discussion.

Content Task 3: Use the question words in the box to complete the conversations. Then listen and check your answers. * Answer key: 1. How often, What 2. Who 3. When, Where

Task4 * Aims: To help students identify the meaning and the position of a conjunction * Content: Match the beginnings with the endings. * Products: Students’ read the complete sentences out loud. * Organization of implementation : Teacher’s and Ss’activities Content Task 4: T - Ss, Ss - Ss Task 4: Match the beginnings with the endings.

- Teacher has students work in pairs.

- Teacher asks students to read the clauses * Answer key: 1. c in the beginning column carefully and 2. a find clues in the endings column for 3. e matching 4. b - Teacher checks students’ answers as a 5. d class.

- Teacher calls some students to read the complete sentences out loud.

* Production (5’) * Aims: To give Ss some practice in using conjunctions. * Content: Game : Who’s faster. “Use and, but or so to complete the sentences.” * Products: Students play game and say the correct answers. * Organization of implementation: Teacher’s and Ss’activities

- Teacher uses Exercise 5 (p. 10) to create questions in the game. * Game: Who’s faster ?

Content Game: Who’s faster ?

- Teacher prepares 7 numbers which includes 5 questions about using and, but or so to complete the sentences , and 2 lucky numbers.

- Each Ss chooses a number and answers the question behind the number. If the student answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question

* Answer key: 1. so 2. but 3. so 4. but 5. and

Teacher’s and Ss’activities

Content

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarise the main grammar points of the lesson. * Products: Students say what they have learnt in the lesson * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

- Say a question word and ask Ss to respond by making a question with it.

Content Summarise the main grammar points of the lesson. + Question words + Conjunctions

* Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Make 5 sentences in the present simple tense, using adverbs of frequency.

- Prepare lesson 4 ( communication)

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 7: TELEVISION Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - ask for and give information about TV programmes; - recognise and have knowledge about some famous TV programmes in some countries.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: The lexical items related to the topic “television” * Grammar: Use conjunctions (but, and, because …) and question words (where, who, why,… ) 2. Competences: Know how to use some question words and conjunctions correctly; Talk about a favourite TV programme; identifying types of TV programmes in the world.

3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

III. MATERIALS * Preparation:

1. Teacher: - Grade 6 textbook, Planning (Unit 7 communication) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ knowledge of forming questions to ask for information about a TV programme. * Content: Making some questions about a TV programme. * Products: Students make the questions exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Question forming: * Warm up Team work - Teacher draws a spider web on the board with the What.... word TV PROGRAMME in the middle and Why... ... question words in branches.

TV PROGRAMME - Teacher asks students to form the questions to ask How What for information about a TV programme using the often... time... given question words.

- Students give their answers. * Suggested answer: - Teacher writes down the answers on the board.

1. What’s your favourite TV programme?

2. Why do you like it?

3. What time is it on?

4. How often do you watch it?

+ Lead in To lead in the lesson about communication - Teacher leads students into the lesson by telling them that they are going to learn how to ask for and give information about TV programmes and some famous programmes in other countries. * Presentation (10’) * EVERYDAY ENGLISH * Aim: To introduce a sample conversation about a TV programme.

* Content: some new words about related to the lesson. * Products: Read and understand the meaning of words; role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Listen and read the conversation.

Pay attention to the highlighted words.

- Teacher plays the recording and asks students to look at the conversation and read it while listening. * Audio script:

- Ask Ss to read the conversation as an example.

Tell Ss that they can use what, what time, why, etc. to ask about TV programmes.

A:What's your favourite TV programme?

B:The animal programme.

A:Why do you like it?

B:Because I can see the animals in their real life.

*Practice (25’) Task 2 * Aims: To practice asking for and giving information about TV programmes. * Content: Make a similar conversation about your favourite TV programme. * Products: role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Make a similar - Teacher asks students to work in pairs and make conversation about your favourite TV a similar conversation about their favourite TV programme. * Suggested answers: programme. Encourage students to add the A: What’s your favourite TV programme? questions in Warm-up in their conversation.

B: The sports programme.

- Students do the task in pairs.

A: Why do you like it?

- Teacher calls some pairs to act out their B: Because I am a big fan of sports. conversations in front of the class.

A: What time is it on?

- Teacher checks and corrects if needed.

B: It’s on at 7:30 p.m. on VTV3.

A: How often do you watch it?

B: I watch it every weekend.

Task3 * TV programmes * Aims: To allow students to explore some interesting facts about TV in other countries. * Content: Discuss and complete the facts with the countries in the box. * Products: Students complete the sentences exactly. ( workin groups) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Work in groups. Discuss and complete the facts with the countries in the - Teacher asks students to work in groups and box. help one another find the answers/make * Answer key: guesses.

1. Japan - Teacher calls some students for the answers.

2. Vietnam - Teacher reminds students of the correct way to 3. Iceland give their answers/make guesses.

4. the USA E.g. Pokemon cartoons are from Japan. (They * Note: know the answer.) + Pokemon cartoons: Japanese television animation - We think Pokemon cartoons are from Japan. series, typically aimed at adults as well as children. + Iceland: Before 1981, there was no TV in July; (They make a guess.)

- Teacher confirms the answers with the whole class

before 1986, there was no TV on Thursday.

It comes from the opinion that you could do without TV once a week! Spend it with your family. Spend it outdoors. + Discovery Channel: an American pay television network.

It creates the highest quality content and remains one of the most dynamic media companies in the world.

Task 4 * Aims: To introduce to students some TV programmes for children. * Content: Read about two TV programmes and tick the correct programme in the table. * Products: Ss give their answers and checks as a class.(work independently) * Organization of implementation: Teacher’s and Ss’activities Content Task 4: Read about two TV programmes and Task 4: T - Ss, Ss - Ss tick the correct programme in the table.

- Teacher asks students to read the passages and * Answer key: do the task. Remind them that some facts may 1. Both programmes refer to both programmes.

2. Let’s Learn Students do the task individually.

3. Hello Fatty Teacher calls some students to give their answers 4. Let’s Learn 5. Hello Fatty and checks as a class. * Production (5’) * Aims: To allow students an opportunity to practice with the information from the TV programmes in Task 4. * Content: Tell your group which programme in Task 4 you prefer and why. * Products: Each group shares their answers with the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: Work in groups. Tell your group - Teacher asks students to work in groups of four, which programme in Task 4 you prefer and why. read the two programmes again, then tell their * Example: friends which one they prefer and why.

I like Let's learn because it's funny and I can gain - Teacher calls some students to speak in front of knowledge from it. the class.

- Teacher asks other students to give comments and gives more feedback if needed. * Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson.

* Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Practice asking and answering about some famous TV programmes in some countries and their favourite TV programmes. * Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Do EX in the workbook. new lesson.

- Prepare lesson 5 ( skills 1) *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 7: TELEVISION Period : Lesson 5 : Skills1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Television; - read for specific information about television; talk about one’s favourite TV program, the reasons for that.

II. LANGUAGE ANALYSIS

1. Knowledge:

* Vocab: compete (v), plant (n), comedy, race (n),.. * Grammar: Use conjunctions (but, and, because …) and question words (where, who, why,… ) 2. Competences: Talk about their favourite TV programme; work in group to talk about two things you like and don’t like about TV program.

3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

III. MATERIALS 1. Teacher: - Grade 6 textbook, planning ( Unit 7, skills 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To create a friendly and active atmosphere in the class before the lesson.

To lead in the topic of the reading text. * Content: * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : * Guessing game: TV channels - Teacher shows some pictures which illustrate the logos of some famous TV channels.

These logos are missing some parts or in the reversed position.

- Students have to guess the name of the TV channels.

- Teacher provides feedback and confirms the answers: + Lead in: * Discovery Channel; Disney Channel; Cartoon Network, -To lead in the text about TV guides. football channel, Quang Ngai television, - Teacher asks students questions to lead in the reading text: -1/Among these five channels, which one do you like best?

I like …… best because I………………

2/ What about you? Do you often read the TV guide before watching TV? ………………………………………. * Pre- reading (7’) * Aim: - To prepare students with vocabulary related to the lesson ; To lead in the reading skills.

* Content: Some vocabularies related the lesson. * Products: Read and understand the meaning of the words. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss : * VOCABULARY: - Pre teach vocabulary - compete (v) : tranh tài cạnh tranh - Teacher use different techniques to teach - plant (n): cây cảnh, thực vật vocab (pictures, situation, realia) - comedy (n): phim hài - race (n): Cuộc đua - Repeat in chorus and individually - Copy all the words * Checking vocab: < Rub out and remember * Checking vocab: <R &R> * While reading (15’) Task 1 * Aims: To teach students how to read a TV guide. * Content: Read the first two columns of the TV guide and answer the questions. * Products: Read and answer the questions exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 1: Read the first two columns of the TV guide - Teacher asks students to have a quick look at and answer the questions. the TV guide and answer questions like: 1. What information do you see? (the time, the name of - This task should be done carefully as it helps the programme and its content) do Task 2.

2. What information comes first? What comes next?

- Teacher explains to students so that they can 3. What do you look at when you are choosing a distinguish the name of the programme (e.g. programme to watch?

Sports) and the name of the specific event / show/ film, etc. on that programme (e.g. The Pig Race).

- Teacher allows students some time to read the TV guide and answer the questions.

- Teacher checks their answers as a class.

* Answer key:

1. (It’s) Cuc Phuong Forest.

2. Yes, it is.

3. It’s on at 10.30.

4. No, we can’t.

5. (It’s about) dolphins.

Task 2 * Aims: To show students how to find a suitable TV programme for a person. * Content: Write the programmes that these people may choose to watch. * Products: Stusents’ correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss – Ss Task 2: Read the TV guide in Task 1 and write the programmes that these people may choose to watch.

Teacher asks students to read the information * Answer key:

about each person carefully, underline the key 1. Phong: Children are Always Right word(s) showing what each person likes in 2. Bob: The Fox Teacher order to help them find the answer.

3. Nga: Cuc Phuong Forest Teacher allows students some time to do the 4. Minh: The Pig Race task individually.

5. Linh: The Dolphins Teacher asks some students to share their answers before checking as a class. * Pre- speaking (5’) Task 3 * Aims: To allow students to talk about what they have done in Reading Task 2. * Content: Work in groups. Share your table in Task 2 with your group and see if they agree with you. * Products: Some students demonstrate fluently it in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Work in groups. Share your table in Task 2 with your group and see if they agree with you.

- Teacher lets students work in groups and * Example: share their answers in Task 2 to the groups.

A: I think the best programme for Phong is the game - Teacher encourages other students to say if show "Children are always right". they agree or disagree with the answers and explain their partners’ choice.

B: I agree. He wants to know more about pets.

- Teacher calls some students to demonstrate it in front of the class. * While-Speaking (6’) * Aims: To teach students how to talk about their favourite TV programmes. * Content: Tell your group about your favourite TV programme. * Products: Some students present their answers to the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Work in groups. Tell your group about - Teacher asks students to read the instructions your favourite TV programme. carefully and allow them some time to prepare their answers.

- Teacher tells students the suggested structure can help them arrange their ideas.

- Teacher lets students share their answers in groups before calling some students to present their answers to the class.

- Teacher corrects later if they make any mistakes.

* Suggestions: - My favourite programme is...

- It’s on ...

- It’s about ...

- I like it because it ... * Post-Reading and Speaking (5’)

* Aim: To help students improve next time. * Content: Discuss your choice with your friends. * Products: Some students present in front of fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 5: Discuss your choice with your friends.

- Teacher allows students to give comments for * Students ’ presentation their friends and vote for the most interesting and informative presentation.

- Teacher gives feedback and comments. * Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities

Content + words/phrases/ sentences describing television + talk about a TV programme you like. *Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to talk about what they have learnt in the lesson.

Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook.

Content - Do exercise in workbook.

- Prepare for the next lesson: Skills 2.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week :

UNIT 7: TELEVISION

Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - listen to get specific information from a recommended TV schedule; - write a short guided passage about one’s watching TV habits.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise words related the topic “Television” * Grammar: Use conjunctions (but, and, because …) and question words (where, who, why,… ) 2. Competences: Talk about their favourite TV programme; work in group to talk about two things you like and don’t like about TV program.

3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

III. MATERIALS 1. Teacher: - Text books , pictures, planning ( Unit 7, Skills 2) - Smart TV/Pictures.

- sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: - To create a friendly and active atmosphere in the class before the lesson; -To lead in the topic of the listening tasks. * Content: Game: Kim’s game * Products: Ss write the name of TV programs on the posters. * Organization of implementation: Teacher’s and Ss’activities Content * Play a game : Kim’s game * Warm up T -Ss - Teacher shows some pictures of TV programmes.

- Teacher asks students to look carefully at them for about thirty seconds. Then take the pictures away and ask them to call out what they can remember.

+ What didn’t you like about it? + Why did you like/dislike it?

* Pre-Listening (2’) * Aim: - To draw students’ attention to the keyword of the listening task * Content: Read the programmes in the table. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities - T –Ss : - Teacher allows students some time to read the programmes in the table.

- Teacher asks them to focus only on the information they need:

Content * Read the programmes in the table.

the channel.

“We are going to read a schedule of some programmes on TV. First, I would like you to read it, underline the important key words (“the channel”), then listen to tick which channel it belongs to.”

* While -listening (10’) Task 1 * Aims: To help students develop their listening skill for specific information. * Content: Listen and tick the correct channel for each programme. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1 : Listen and tick the correct channel for each programme.

- Teacher plays the recording.

- Students listen and tick.

- Teacher checks their answers as a class.

*Answer key:

Programme Green Summer My Childhood Harry Potter English and Fun

Channel 1 Channel 2 Channel 3    

Task 2 Lead in:

- Teacher asks students some questions to lead in the listening tasks:

* Aims: To help students develop listening skill for specific information. (T/F) + What programme did you watch last night? + What was it about? + What did you like about it?

* Content: Listen again and tick T (True) or F (False).. * Products: Students say T or F exactly. * Organization of implementation:

Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - This activity requires students to listen more carefully for details.

- Teacher allows students some time to read the statements first and see if they can answer any of them based on the previous listening.

- Teacher draws students’ attention to the fact that almost all the questions start with the names of the programmes. They are signals that the answers are coming.

- Teacher plays the recording.

- Students listen and tick.

- Teacher checks their answers as a class. If students have difficulty in catching the information, determine their answers, pause the recording after each sentence where the information appears.

Content Task 2: Listen again and tick T (True) or F (False). => Answer: 1. T 2. F ( a boy and his dog) 3. T 4. F ( 9 o'clock)

themselves.

- Teacher asks them to think of a TV programme they like and write the answer to Question 5.

- T can have Ss ask and answer in front of the class

*Audio script:

Here are some interesting TV programmes for you.

Green Summer, a music programme, is on Channel 1.

It starts at eight o’clock. My Childhood is on Channel 2. It’s the story of a country boy and his dog Billy. On Channel 3, you will watch Harry Potter at 8.30.

Children all over the world love this film. If you like to learn English, you can go to English and Fun on Channel 1. It’s at nine o’clock. We hope you can choose a programme for yourself. Enjoy and have a great time.

* Post- listening (5’) * Aims: To summarize the key information in the listening tasks. * Content: Summarize the information of the listening part. * Products: Ss summarize the information in the listening part before the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss( work group) * Summarize the information of the listening part.

- Students work in groups of four.

- Teacher asks students to summarize the information in the listening part and talk about it.

- Teacher helps if necessary.

* Pre-Writing (5’) * Aims: To guide and prepare students with information for their writing in Task 4. * Content: Read the questions and circle the right answers for yourself * Products: Students’ answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 3: Read the questions and circle the right answers for yourself.

- Students have to answer a questionnaire about TV-watching habits.

- Teacher lets students read the questions and 1. How much do you like watching TV? A. A lot B. So so.

C. Not much. tick the most appropriate answers for

2. How many hours a day do you watch TV? A. 1 hour.

B. 2-3 hours. C. Less than one hour.

3. When do you watch TV the most?

A. In the morning B. In the afternoon.

C. Inthe evening.

4. Do you watch TV when you are eating?

A. Always.

B. Sometimes. C. Never.

5. What TV programme do you watch the most?

A. cartoon B. Sports. C. cience

* While-Writing (5’) * Aim: To guide students how to write a paragraph about TV-watching habits. * Content: Write a paragraph of 40-50 words about your school. * Products: Students’ perfect writing on the posters. * Organization of implementation Teacher’s and Ss’activities Content Task 4: Write a paragraph of about 50 words - Teacher lets students work individually.

- Teacher asks them to refer to the questions about your TV-viewing habits. Use your answers in Task 3. and their answers in 3 while they are * Sample answer: writing. These questions are a very good +I like watching TV, about one hour a day. I only guide of how to form a sentence and what watch TV in the evening. During the day, I go to information they need to complete the school. On Saturday and Sunday, I watch more. sentence.

Sometimes I watch TV when I’m eating, but I never - Teacher tells students that the information watch TV when I’m studying. I watch Da Vinci most. It in the questions in Task 3 has been has interesting educational programmes for children. arranged in a logical order and they can organise their writing by referring to their + I like watching TV a lot. I usually spend 2-3 hours on watching TV. I often watch TV in the evening. I somtimes answers one after another. watch TV when I'm eating. I watch Cartoon the most - Teacher goes round and offer help if because it’s funny and interesting. needed.

- If time allows, ask some students to share their writing with the class.

If not, collect some students’ writings to correct at home. * Post-Writing (3’) * Aim: To peer check, cross check and final check students’ writing. * Content: Cross check students’ writing * Products: Students check the others’ writing carefully . * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to exchange their textbooks to check their friends’ writing.

- Teacher then gives feedback as a class discussion.

Content + Exchange their textbooks to check their friends’ writing.

* Consolidation (2’)

* Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Say aloud what they have just learnt in front of the class. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen and tick the correct channel for each programme.

- Write a paragraph of about your TV-viewing habits. * Homework (2) * Aim: To revise the knowledge that students have gained in this lesson.

- To allow students finalize their versions after being checked by friends and teacher. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to write down the - Rewrite the paragraph in the notebooks. paragraph in their books.

- Prepare Looking back and project.

- Teacher asks students to prepare the new lesson. * Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 7: TELEVISION Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Television; - pronounce correctly the sounds /ð/ and /θ/ in isolation and in context; - use conjunctions (and, but, because) and question words (where, who, why..); - ask and answer about a favourite TV programme; - read a TV schedule and descriptions of famous children’s programmes for specific information; - listen for specific information from a recommended TV schedule; - write a short guided passage about one’s TV watching habits.

II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: revise words of unit 7 * Grammar: conjunctions (and, but, because) and question words (where, who, why..); 2. Competence: revise the use of conjunctions and question words , develope speaking, writing and co-operating skills when doing projects.

3. Quality/ behavior: Ss will be more aware of spending time watching TV, and choose the best programme for yourself ;The awareness about importance of learning English. Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working III. MATERIALS 1. Teacher: - Text books , pictures, planning (Unit 7, Looking back and project) - Smart TV/Pictures.

- sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (3’) - * Aim: To activate students’ prior knowledge and vocabulary related to the topic.

To revise the vocabulary about television and lead in the lesson. * Content: Game: * Products: Students write correct words on the board. * Organization of implementation:

Teacher’s and Ss’activities * Warm up (Team work) T -Ss - Teacher asks students some questions to lead in the lesson: “Last lesson, we learnt so many TV programmes, now I would like to ask you a few questions about them.

Content * Game: Mini-talk + What is your favourite TV programme? + Can you tell me what it is about? + Could you give me some adjectives to describe it?”

VOCABULARY (10’) Task 1 * Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Put the words in the box in the correct column. * Products: Students write correct words on the board. ( say the correct answers aloud) * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Put the words in the box in the correct column. Add more words if you can.

- Teacher asks students to do the task * Answer key: individually.

- Teacher allows students some time to read Programmes Adjectives the list of the words and write them in the sports educational correct place in the table. interesting wildlife - Teacher lets students swap their answers popular English in a for double check. funny Minute - Teacher calls on some students to read animated aloud their answers before checking them films as a class.

Task 2 * Aims: To help students revise the vocabulary about television in context. * Content: Use the words in the box to complete the text. * Products: Students’ correct answers on the board ( say the correct answers exactly) * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Use the words in the box to complete the text.

- Teacher asks students to do the task * Answer key: individually.

1. viewers - Teacher lets students swap their answers 2. animal for double check.

3. sports - Teacher calls on some students to read aloud their answers before checking them 4. funny 5. educational as a class. * GRAMMAR (10’) Task 3 + Task 4

* Aims: To help students revise the use of question words.

To help students revise the use of conjunctions * Content: Complete each question with a suitable question word; Use the conjunctions provided to connect the sentences. * Products: Write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Complete each question with a suitable question word.

- Teacher asks students to look at the * Answer key: answers and underline the missing 1. How many information from the questions so that 2. What they can decide which question words to 3. Why be used.

4. Who - Teacher goes round and offer help if 5. How much needed.

- Teacher checks their answers as a class Task 4:T-Ss, Ss-Ss - Teacher asks students to read the two sentences in each question and use the conjunctions provided to connect them.

- Mind that in most sentences, the conjunctions are used to replace the stop mark and connect the two sentences.

- Teacher checks their answers as a class.

Task 4: Use the conjunctions provided to connect the sentences. * Answer key:

1. Ocean Life is on at 7.30, and Laughing out Loud comes next at 8.00.

2. I liked The Seven Kitties very much, so I watched it many times.

3. BBC One is a British Channel, but VTV6 is a Vietnamese Channel.

4. Along the Coast is a famous TV series, but I don’t like it.

5. I have a lot of homework tonight, so I can’t watch Eight Feet Below.

* PROJECT Task 5: (5’) * Aims: To introduce to students a new way of learning and practising their learnt language outside the class. * Content: Make a project about “ How important is TV to you?” * Products: Students report the results to the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss-Ss Task 5: How important is TV to you?

- Teacher divides students into groups of four or five and instructs them on what they have to do.

- Teacher encourages them to reach further @ Notes: out of the classroom (interviewing their * This project introduces to students a new way of parents, siblings, neighbours, etc.). learning and practising their learnt language - Teacher asks students to share their outside the class. findings with the class. If there is time, teacher can use the results of the project for * Teacher organises the activity in a way that students will be able to go out and ask questions the class discussion to see how much TV to find out how important TV is to their friends, watching is enough/ good/bad and the role

of TV for children.

to take notes of the answers, and to report the results to other people (their classmates).

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize what students have learnt in the lesson. * Products: Say aloud what they have learnt in the lesson. * Organization of implementation:

Teacher’s and Ss’activities - Teacher asks students to talk about what

they have learnt in the lesson.

Content - revise vocabulary in unit 7.

- revise conjunctions (and, but, because) and question words (where, who, why..); - Make a project about “ How important is TV to you?”

* Homework (2’) * Aim: To revise the knowledge that students have gained in Unit7 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook.

- Teacher asks students to complete the project and prepare the new lesson.

Content - Do exercise in workbook.

- Complete the project - Prepare for the next lesson: Unit 8 –Lesson 1.

Getting started.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022

UNIT 8: SPORTS AND GAMES Lesson 1: Getting started – A look inside I. OBJECTIVES: By the end of the lesson, students will be able to: - have an overview about the topic Sports and games; - use the vocabulary and talk about sports and games.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: gym (n); equipment (n); karate (n), breaktime (n) * Grammar: “The past simple tense” and “Imperatives”.

2. Competence: Capacity to solve problems creatively, physical ability and aesthetic ability; use English to talking about sports and games in the world. Specialized capacity; capacity to use language.

3. Quality/ behavior : To teach SS to love sports and encourage them to take part in sports. Ss participate actively in the lesson.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 8, Getting started) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: To set the context for the listening and reading text.

To introduce the topic of the unit. * Content: Write the names of sports and games. * Products: Ss write words on the posters. ( team work) * Organization of implementation: Teacher’s and Ss’activities Content Warm up: * Game: Listen a song and write the names

T-Ss, Ss- Ss of sports and games - Teacher has students watch a video and asks students to say the name of games and sports again.

- And then Teacher leads in the new lesson.

- Teacher lets students open their books and starts the lesson. * Answer key: Boxing fishing karate Cycling Tennis Skiing

- T Introduces the topic of the lesson.

Aerobics Chess table tennis swimming Volleyball running …

* Presentation (7’) * Pre- teaching vocab

Task 1: Listen and read.

Task 1: T-Ss - Teacher plays the recording twice.

- Students listen and read.

- Teacher checks students’ prediction.

- Teacher calls some students to role play the conversation .

Task 2 * Aims:To have students get specific information of the text and understand the conversation better. * Content: Put ONE word from the conversation in each gap. * Products: Students say the correct words aloud. * Organization of implementation:

* Aim: To prepare students with vocabulary. * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: - T-Ss * Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab.

- Repeat in chorus and individually

* Vocabulary - gym (n): phòng tập thể dục - equipment (n): dụng cụ, thiết bị - karate (n): Môn võ karate - breaktime (n): giờ giải lao

- Copy all the words *Checking vocab: < Rub out and remmember> * Checking vocab: < Rub out and remmember>

*Practice: 20’ Task 1: * Aims: To have student know the topic. * Content: Listen and read the dialogue. * Products: Students read and understand the content of the dialogue.

Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content * Set the sences: T-Ss * Chatting 1. Who are they in the dialogue?

- Teacher draws students’ attention to the 2. What might they talk about? pictures in the textbook and asks them some Suggested answers: questions about the pictures.

1. They are Duong and Mai 2. They are talking about some sports * Now we are going to listen a conversation (Students’answers) between Duong and Mai

Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss Task 2: Put ONE word from the conversation in each gap.

- Teacher asks students to do this activity * Answer key: independently, reminds them of the ways to 1. fit do the activity if needed. Students may refer back to the conversation for the context of the 2. gym 3. table tennis words they need to fill the gaps.

- Teacher allows students to share their answers 4. Club 5. cycle before discussing in pairs or as a class.

- Teacher writes the correct answers on the board.

- Teacher explains the meanings of some words if necessary. Students practise saying the sentences together.

Task 3 * Aims: To help students revise/ learn some sports and games through pictures. * Content: Name these sports and games, using the words from the box. * Products: Ss write the correct words under the pictures * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Name these sports and games, using - Teacher divides the class into groups of fours, the words from the box. prepares each group 2 sets of cards, one *Play a game: Pelmanism includes pictures of sports and games and the * Answer key: other includes their names.

1. cycling - Students work in groups and label the pictures 2. aerobics with the correct words given.

3. table tennis - The group matches faster and correctly is the 4. swimming winner.

5. chess - Teacher checks with the whole class, asks 6. volleyball them for the meanings of the words. Provide them with the meanings of the words they don’t know. Teacher may also ask them if they play

these sports and games or if people in Viet Nam * Notes: - A sport: an activity that you do for pleasure play them. and that needs physical exercise.

- Teacher helps students differentiate between a sport and a game: - A game: an activity or a sport with rules in which people or teams compete against each other.

-Teacher may ask students to give the names of some sports and some games they know through a game: * Suggested answers: -Teacher divides the class into 2 teams, gives Sports: running, cycling, mountain climbing, ... each team a chalk, and asks member from each Games: chess, football, card games, computer team to come to the board and write names of games, ... some sports and some games in about 2 minutes. * Production:(5’) Task 4: * Aims: To help students practice speaking and learn about how sporty they are. * Content: Ask your partner some questions to find out how sporty they are. * Products: Ask and answer in the groups and then report their results to the class. . * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Work in pairs. Ask your partner these - Teacher lets students work in pairs (or in questions to find out how sporty they are. groups) to ask and answer the questions.

-Some pairs (or groups) may report their results to the class. (In their groups, how many students with answers “A”, how many with answers “B” and who is the sportiest in their groups.)

1. Can you swim?

A. Yes. B. No. 2. Do you play outdoors every day?

A Yes. B. No 3. Do you usually do morning exercise?

A. Yes. B. No. 4. What do you usually do at break ume at school?

A, Play in the schootyard.

B. Sit in the classroom.

5. What do you think of sports and garnes?

A. Very good B. Not useful If your answers to the questionsare mostly "A", you are sporty.If they are mostly "B", do more sport and try to be more active

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:Read and understand content of the conversation. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they

Content - Vocab about sports and games

have learnt in the lesson.

- Ss work indepently

- Read and understand content of the conversation

* Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook. * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson.

- Read the dialogue again.

- Prepare lesson 2 ( A closer look 1). * Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

* Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic. * Content: Write all the sports and games they have learnt. (know) * Products: Students answer the questions exactly . * Organization of implementation: Teacher’s and Ss’activities Content *Brainstorming T - Ss football - Teacher divides the class into two teams. One member from each team, in turns, comes to the board and lists all the sports and games they Sports games have learnt.

- The team with more correct answers in two minutes is the winner. * Answer key: Boxing fishing karate Cycling Tennis Skiing

chess

Aerobics Chess table tennis swimming Volleyball running …

* Presentation (7’) * Aim: To enrich students’ vocabulary.

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week: Period :

UNIT 8: SPORTS AND GAMES Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Sports and games; - pronounce correctly the sounds /e/ and /æ/.

II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: racket (n); goggles (n); competition (n); champion (n); marathon (n); * Grammar: “The past simple tense” and “Imperatives”; practising the sound /e/ and /æ/.

2. Competence: Talking about sports and games in the world; pronounce the sounds /e/ and /æ/.correctly; 3. Quality: To teach SS to love sports and encourage them to take part in sports; Ss participate actively in the lesson.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES)

* Content: Some vocab in the lesson. * Products: Read and understand the meaning of the words. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * Pre teach vocabulary * Vocabulary - racket (n): vợt cầu lông - Teacher use different techniques to teach vocab ( providing explanations of the words; - goggles (n): kính bơi, kính bảo hộ showing picture illustrating the words.)

- competition (n): cuộc thi, cuộc tranh tài - champion (n) ['t∫æmpjən]: người vô địch, nhà quán - Follow the seven steps of teaching vacab. quân - Repeat in chorus and individually - marathon (n): cuộc chạy đua maratông ( đường dài) - Copy all the words - congratulations (n): lời chúc mừng, lời khen ngợi * Checking vocab: < what and where>

* Checking vocab: < what and where> * Practice (15’)

Task 1: * Aims: To revise/ teach the names of some equipment to be used in some sports/ games. * Content: Write the right words under the pictures. * Products: SS write their answer on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T - Ss Task 1:Write the right words under the pictures.

- Teacher asks students to look at the pictures and see if they can write the words under the pictures.

- Teacher lets students work individually, tells them to put the words and phrases given under the right pictures.

- Teacher calls a student to come and write their answer on the board. The rest of the class may pair compare.

- Teacher checks the answer with the whole class and explains the meanings to them if necessary. If there is enough time, let ss give examples.

* Answer key: 1. ball 2. sports shoes 3. boat 4. racket 5. goggles

Task 2 * Aims: To revise/ teach the names of some sports/ games and the equipment to be used with them * Content: Match each thing in column A with a sport in column B. * Products: Ss say the answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss Task 2: What sports are these things for? Match -Teacher tells students to do the task each thing in column A with a sport in column B. independently first, then calls on some * For example: students to write their answers on the board, – table tennis – bats then checks their answers as a class.

– running – sports shoes – chess – chessboard + chessmen / chess pieces ...

- Teacher checks with the whole class, asks * Answer key: students to give more names of sports and 1. c equipment to be used with them.

2. d 3. a 4. b 5. e Task3 * Aims: To give students practice on how to use words related to sports/ games in context. * Content: Fill each blank with the words from the box. * Products: Ss say the answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss Task 3: Fill each blank with the words from the - Teacher has students read the sentences and box. fill the blanks with the words given, then * Answer key: read the sentences carefully and look for 1. competition clues so that they can choose the right words 2. champion to complete the sentences.

3. congratulations - Teacher calls one student to write the 4. sporty words on the board, then gives correction.

5. marathon -For stronger students, teacher asks them to

make sentences with the words.

- Other students and teacher give comments. * PRONUNCIATION (5’) Presentation (Pre-teach the sounds /e/ and /æ/) * Aims: To help students have concept and identify the sounds /e/ and /æ/. * Content: pronounce these two sounds /e/ and /æ/. * Products: know how to pronounce two sounds /e/ and /æ/. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * PRONUNCIATION - Teacher introduces 2 sounds /e/ and /æ/ to /e/ and /æ/ students and lets them watch a video about how to pronounce these two sounds. * Suggested answers: - Teacher asks students to give some words - /e/: get, elephant, pet,… they know containing these sounds.

- /æ/: racket, hat, cat,…

- Teacher draws students attention to the letters containing the sounds and helps them identify the sounds.

Practice (10’) Task 4 * Aims: To help students identify and practise the /e/ and /æ/ sounds.

* Content: Listen and repeat * Products: Students pronounce words exactly . * Organization of implementation: Teacher’s and Ss’activities Content T - Ss Task 4: Listen and repeat. Pay attention to the - Teacher asks students listen and repeat. sound /e/ and /æ/.

- Students work in individually.

Task 5: * Aims: To help students practise the sounds /e/ and /æ/ in sentences. * Content: Listen and repeat. Underline the words with the sound /e/ and /æ/. * Products: Ss underline the words with the sound /e/ and /æ/ exactly. * Organization of implementation: Teacher’s and Ss’activities Task 5:T-Ss, Ss-Ss - Before listening, teacher lets students discuss in pairs and find the words with the sound /e/ and /æ/.

- Teacher plays the recording for students to check and repeat the sentences

Content Task 5: Listen and repeat. Underline the words with the sound /e/ and /æ/. * Answer key: 1. They cannot take part in this contest.

2. They began the match very late.

3. Please get the racket for me.

4. We play chess every Saturday.

5. My grandpa is old, but he’s active. * Production (5’) * Aim: To give students chance to apply what they have learnt. * Content: * Game: Who is faster?. write sentences including 2 features: sports and games and one of the sounds /e/ or /æ/. * Products: Writing and reading the sentences in groups. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher divides students into groups of four, gives each group a piece of paper, ask * Game: Who is faster? them to write sentences including 2 E.g. My favourite sport is table tennis. features: sports and games and one of the sounds /e/ or /æ/.

- Teacher asks each group to hand in their paper and checks, the group with more correct sentences is the winner.

- Teacher invites the winner to read aloud their sentences * Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Summarize the main content. * Products: Some students volunteer ( summarize the lesson briefly). * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Some vocab in the lesson they have learnt in the lesson - how to pronounce these two sounds /e/ or /æ/. * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words.

- Rewrite the sentences into notebooks.

- Find 3 more sports or games that have the sound /e/ or /æ/.

- Prepare lesson 3 ( A closer look 2)..

* Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 8 : SPORTS AND GAMES Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to use the past simple tense and imperatives.

II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: vocab related the topic “sports and games” * Grammar: the Past simple tense and imperatives.

2. Competence: Know the uses the simple past tense and use imperatives to tell Sb to do Sth or to give a direct order.

3. Quality/ behavior : To teach SS to love sports and encourage them to take part in sports; To teach SS to obey the law strictly. Ss participate actively in the lesson.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 2)

- Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES)

* Adverbs of time are used with the past simple are: yesterday, 2 weeks/ 3 months… ago, last week/ month/ year/

* Practice (15’)

* Warm-up (5’) * Aim: To activate students’ prior knowledge related to the targeted grammar of past simple tense and to increase students’ interest. * Content: * Products: look at pictures, remember and answer the questions. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Pelmanism - Teacher divides the class into groups of fours, prepares each group 2 sets of cards, one includes activities in infinitive forms and the other includes those of past simple form.

- Students work in groups and match the card with infinitive form with its correct past simple form. The group matches faster and correctly is the winner.

watch TV play computer games have lunch drink water teach English learn French go to school do homework be at hom

watched TV played computer games had lunch drank water taught English learnt French went to school did homework was/were at hom

Lead in - Teacher draws students’ attention to the form of the verbs in the game and asks them whether they know the target tense

* Presentation (7’) * Aim: To help students know and understand the use of past simple tense. * Content: the usage and the form of The past simple tense * Products: understand and know how to use the form of The past simple tense * Organization of implementation: Teacher’s and Ss’activities Content 1. The past simple tense - T –Ss To verb To be - * Elicit past simple tense Positive S + Ved + … .

S + was/ were + … .

- Teacher provides or confirms the answers S + didn’t + Vinf + … S + wasn’t/ weren’t + and leads in the grammar focus of the lesson: Negative - Teacher asks students to give the rules and lets them study the grammar box.

-T

can give more examples if necessary

.

Interrogative Did + S + Vinf + … ?

Answer Yes, S + did.

No, S + didn’t.

…

Was/ Were + S + … .

Yes, S + was/were.

No, S + wasn’t/ weren’t.

W/H + did + S + Vinf W/H + was/were + S + +…? ...?

W/H questions * Notes: There are regular and irregular verbs in past simple tense.

Task 1: * Aims: To help students practise with the correct form of the past simple. * Content: Choose the correct answer A, B or C. * Products: Students choose correct answer. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss , Ss - Ss Task 1: Choose the correct answer A, B or C. * Answer key: - Teacher lets students do the task 1. C individually and then compares their 2. B answers in pairs.

- Teacher tells students that when they do the 3. C 4. A multiple choice questions, they should first 5. B read the sentences (stems) and the options carefully. After that they should choose the answer that they think is correct by eliminating each clearly wrong answer.

Then they get the most possibly correct answer.

- Teacher checks and confirms students’ answers.

Task 2 * Aims: To help students practise using the past simple in context. * Content: Write the correct form of the verbs. * Products: Students write the correct form of the verbs on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Write the correct form of the verbs. * Answer key: - Teacher lets students do the task 1. went individually, asks them to read the 2. had conversation first, so that they understand 3. did you do the context to use the verbs given in the 4. visited correct form.

5. ate - Teacher may call on some students 6. scored separately to read out their answers and corrects their answers if they’re wrong, gives explanation if necessary.

- Teacher then calls some pairs to read the conversation with the correct verb form, corrects their pronunciation and intonation if necessary.

Task 3

* Aims: To help students practise using the past simple in real situation. * Content: Learn about prepositions of place. * Products: understand prepositions of place. * Organization of implementation: Teacher’s and Ss’activities * T-Ss, Ss-Ss - Teacher divides the class into groups of 4, then lets students take turns to ask and answer questions about their last weekend.

- Teacher encourages them to give as many sentences as possible, tell them to use all the three forms (affirmative, negative, and questions).

- Some more able students can report to the class about one of their friends’ last weekend.

class.

4. Don’t use 5. Try Task 5

Content Task 3: Look at each picture and choose the correct answer.

* Presentation (5’)

* Aims: To help students practise using imperatives to tell someone to do something in real context. * Content: Tell your friends what to do and what not to do at the gym. * Products: Ss read aloud their answer and check with the whole class. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss Task 5: Tell your friends what to do and what not - Teacher lets students work in groups of four, to do at the gym. gives each group a piece of paper, asks them Some possible sentences: to take turns to tell their friends what to do • Pay your fee first. and what not to do at the gym and write • Put on your trainers / sports shoes. down the answer in the paper in 3 minutes.

• Listen to the instructor carefully.

- Teacher gives help and lets them give as • Don’t litter. many sentences as possible.

• Don’t eat or drink at the gym.

- Teacher calls some groups to read aloud • ... their answer and check with the whole class.

Imperatives * Aims: To help students know and understand the use of imperatives. * Content: Listen and copy down how to use imperatives: * Products: Ss use imperatives to tell someone to do something or to give direct order exactly. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * Imperatives - Teacher sets context to lead in the lesson: • Do more exercise. there is an obese kid, let’s tell the kids what • Don’t spend much time on computer games. to do/ what not to do to stay fit and healthy by using imperatives.

Positive V Negative Don’t + V - Teacher asks students to give the rules and when to use imperatives: use imperatives to tell someone to do something or to give direct order. * Practice ( 8’) Task 4: * Aims: To help students know and understand the use of imperatives. * Content: Look at each picture and choose the correct answer. * Products: Ss say the correct answer aloud. * Organization of implementation: - Teacher tells students to work in pairs, gives Task 4: Look at each picture and choose the correct answer. them about 2 – 3 minutes to do the task. * Answer key: - Teacher goes round, observes the class and 1. Don’t park gives help if necessary.

- Teacher calls on some students to read their 2. Close 3. Tidy up answers, then checks their answers as a

*Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Some students raise their hands and say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content - The Past simple tense and imperatives.

* Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Make 3 sentences about yourself, using the past simple.

- Give 3 orders or tell your friends to do an activity/ everyday routine.

- Prepare lesson 4- Communication.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

- express and respond to congratulations; - talk about sports and games that they like.

II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: vocab related the topic “sports and games” * Grammar: The Past simple tense and imperatives.

2. Competence: Know the uses some words to express and respond to congratulations; talk about sports and games that they like.

3. Quality/ behavior : To teach SS to love sports and encourage them to take part in sports; III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (7’) * Aim: To activate students’ prior knowledge and to increase students’ interest. * Content: Complete the sentences ( play game: Lucky number) * Products: Discuss and anwer the Questions exactly (Work in groups) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up : Game - Lucky numbers * Game - Lucky numbers T –Ss : Ss- Ss - Class is divided into 2 teams.

Suggested question: - Teacher prepares 7 numbers which includes 5 1. Lucky number questions about their school, and 2 lucky 2. Complete the following imperative: numbers. ….. watch TV more than 3 hours a day. It’s bad for your eyes.

- Each team takes turns, chooses a number and Answer key: Don’t answers the question behind the number. If the 3. Complete the question. team answers the question correctly, they will get ….. you have dinner with your parents yesterday?

Answer key: Did 1 point. If the team chooses the lucky number, 4. Look at the picture and complete the sentence: they get 1 point without answering the question and get another turn. played badminton

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 8 : SPORTS AND GAMES Lesson 3: A closer look 2

Week : Period : I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Sports and games;

+ Lead in To lead in the lesson about communication - Teacher leads students into the lesson by repeating the answer in question 7 of the game (I won in the EL speaking contest last Monday.) and asks students how will they respond in such

5. Lucky number 6. Look at the picture and complete the sentence:

Listen

7. Translate the following sentence into English: Tôi chiến thắng trong cuộc thi nói tiếng anh thuws2

situation.

tuần trước key: I won in the ELspeaking contest last Monday.

* Presentation (7’) * EVERYDAY ENGLISH Expressing and responding to congratulations. * Aim: To introduce the structure of expressing and responding to congratulations. * Content: Listen and read the short conversation below, paying attention to the highlighted parts. * Products: Ss understand the structure of expressing and responding to congratulations; Role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Listen and read the short conversation below, paying attention to the - Teachers lets students listen and read the dialogue, asks them what the characters say when highlighted parts. they hear good news from other people.

Duong: Last week I played table tennis - Teacher calls some students to share their with Duy, and I won for the first time. opinions.

Mai: Congratulations!

- Teacher gives more explanations and writes Duong: Thank you, Mai. Mai: So you’re our class champion now. down the structure of expressing and responding to congratulations * Congratulations. * Thank you. *Practice (15’) Task 2 * Aims: To practice the structure of expressing and responding to congratulations. * Content: Make a similar conversation and work in pairs ( Role play) * Products: Role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2:Work in pairs. Student A has won a prize in the school’s singing contest/sports - Teacher allows students to work in pairs, competition. Student B congratulates practice the situation, using structures above. him/her. Make a similar dialogue. Remember - Teacher calls some pairs to present their to use the highlighted sentences in Task 1. answers.

Then change roles.

Teacher gives feedback and corrections (if necessary).

Nga : Last week I won the first prize of my school’s singing contest.

Hoa : Congratulations!

Nga : Thank you, Minh.

* THE SPORTS/GAMES YOU LIKE Task 3 * Aims: To have students revise/learn some knowledge of sports/games; To help students communicate through a quiz about sports/ games. * Content: Work in pairs. Do the quiz.

* Products: Students answer the questions exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3 : Work in pairs. Do the quiz. * Answer key: - Teacher asks students to work in pairs and find 1. There are usually 22 players (11 on each side).

2. It normally lasts 90 minutes (divided into two the answers to the quizzes. halves).

- Teacher checks and gives the correct answers.

3. They take place every four years.

4. A marathon is 42.195 kilometres long (26 miles and 385 yards).

5. They took place in Olympia (in Ancient Greece) (in 776 BC).

* Production (10’) Task 4 * Aims: To help students ask and answer questions about themselves concerning the field of sports/ games. * Content: Interview your partners about sports / games do you play in your free time. * Products: Ask and answer the questions in front of the class fluently and exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss - Ss Task 4. Work in groups. Interview your partners using the following questions. You - Teacher divides the class into groups of 5 or 6.

- Teacher appoints one student to be the may ask for more information. interviewer, others the interviewees, then gives * Give example: students plenty of time to ask and answer A: What sports / games do you play in your free time? questions. Encourage them to talk and raise as B: In my free time I play badminton and chess. many questions as possible.

A: Do you play them well?

- Teacher goes round the class and gives support B: I’m good at badminton, but I’m not good at chess.

A: When and how often do you play them? if necessary.

B: I play badminton at the weekend and I play chess in the - After a fixed amount of time, choose the evening. interviewer of some groups to present to the class.

A: Which sport / game do you like watching on TV? B: I like watching football matches on TV. - Teacher and other students listen and make ………. comments. * Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Practice the structure of expressing and responding to congratulations; - talk about sports and games that they like.

* Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Do EX in the workbook. new lesson.

- Prepare lesson 4 ( communication) *-Evaluation: ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 8 : SPORTS AND GAMES Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Sports and games; - express and respond to congratulations; - talk about sports and games that they like.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: The lexical items related to the topic “ Sports and games” * Grammar: The Past simple tense and imperatives.

2. Competence: Know the uses some words to express and respond to congratulations; Help Ss learn some knowledge of sports/ games and communicate through a quiz about sports/ games.

3. Quality/ behavior : To teach SS to love sports and encourage them to take part in sports; III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and to increase students’ interest.

To lead in the lesson about vocabulary and pronunciation. * Content: play game: Lucky numbers * Products: Students complete sentences exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss * Game: Lucky numbers * Warm up - Class is divided into 2 teams. * Suggested question: - Teacher prepares 7 numbers which includes 5 2. Complete the following imperative: questions about their school, and 2 lucky ….. watch TV more than3 hours a day. It’s bad for your eyes.

3. Complete the question: numbers. ...you have dinner with your parents yesterday?

- Each team takes turns, chooses a number and 4,6: Look at the picture and complete the sentence: answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the 4. Jane ….. with her brother last weekend.

6. …….to the instructor at the gym. question and get another turn.

7. Translate the following sentence into English: Tôi chiến thắng trong cuộc thi nói tiếng AnhThứ Hai tuần trước.

 Lead in Eg: I won in the EL speaking contest last Teacher leads students into the lesson by repeating Monday. the answer in question 7 of the game and asks students how will they respond in such situation. * Presentation (10’) * EVERYDAY ENGLISH Expressing and responding to congratulations. * Aim: To introduce the structure of expressing and responding to congratulations. * Content: Listen and read the short conversation below, paying attention to the highlighted parts. * Products: Ss understand and know the way to express and respond to congratulations. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Listen and read the short conversation below, paying attention to the - Teachers lets students listen and read the highlighted parts. dialogue, asks them what the characters say

when they hear good news from other people.

- Teacher calls some students to share their opinions.

- Teacher gives more explanations and writes down the structure of expressing and responding to congratulations.

Duong: Last week I played table tennis with Duy, and I won for the first time.

Mai: Congratulations!

Duong: Thank you, Mai. Mai: So you’re our class champion now.

*Practice (25’) Task 2 * Aims: To practice the structure of expressing and responding to congratulations. * Content: Work in pairs. Make a similar dialogue * Products: Some pairs role play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Student A has won a prize in the school’s singing contest/sports - Teacher allows students to work in pairs, competition. Student B congratulates practice the situation, using structures above. him/her. Make a similar dialogue. Remember - Teacher calls some pairs to present their to use the highlighted sentences in Task 1. answers.

Then change roles.

Teacher gives feedback and corrections (if necessary). * THE SPORTS/GAMES YOU LIKE Task3 * Aims: To have students revise/learn some knowledge of sports/games; To help students communicate through a quiz about sports/ games. * Content: Work in pairs. Do the quiz. * Products: Students ask and answer the Qs exactly. * Organization of implementation:

Teacher’s and Ss’activities Task 3: T - Ss, Ss – Ss - Teacher asks students to work in pairs and find the answers to the quizzes.

- Observe and help when and where necessary, and correct Ss'pronunciation and intonation.

- Teacher checks and gives the correct answers

Content Task 3: QUIZ. Work in pairs. Do the quiz. * Answer key: 1. There are usually 22 players (11 on each side).

2. It normally lasts 90 minutes (divided into two halves).

3. They take place every four years.

4. A marathon is 42.195 kilometres long (26 miles and 385 yards).

5. They took place in Olympia (in Ancient Greece) (in 776 BC).

* Production (5’) * Aims: To help students ask and answer questions about themselves concerning the field of sports/ games. * Content: Interview your partners questions about themselves concerning the field of sports/ games. * Products: Somes report their interviews to the class confidently and fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 4: Work in groups. Interview your partners using the following questions. You - Teacher divides the class into groups of 5 or 6. may ask for more information.

- Teacher appoints one student to be the interviewer, others the interviewees, then gives 1. What sports / games do you play in your free students plenty of time to ask and answer time? questions.

Do you play them well? When and how often do you - Encourage them to talk and raise as many play them? questions as possible.

2. Which sport/ game do you likewatching on - Teacher goes round the class and gives support TV? if necessary.

3. Did you join any clubs?

4. If you don't play sport, what do youoften do in - Choose the interviewer of some groups to your spare time? present to the class.

- Teacher and other students listen and make comments. * Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they - express and respond to congratulations; - talk about sports and games that they like. have learnt in the lesson. * Homework (2’)

* Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Do EX in the workbook. new lesson.

- Prepare lesson 5 ( skills 1) *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : Period :

UNIT 8 : SPORTS AND GAMES Lesson 5 : Skills 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - develop reading skill for general and specific information about Pelé; - talk about famous sports people.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: career (n); goal (n) ; score (v); * Grammar: the Past simple tense and imperatives.

2. Compentece: Ss can ask and answer questions about famous sports stars; Students may have developed reading, speaking and co-operating skills.

3. Quality/ behavior : To teach SS to be hard- working ; To teach SS to love sports and encourage them to take part in sports.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, Skill 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To introduce the topic of reading and also revise the previous lesson. * Content: play a game: Lucky number ( complete the sentences or answer the questions) * Products: Ss work in groups and join the game actively. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Lucky numbers - Class is divided into 2 teams.

- Teacher prepares 7 numbers which includes 5 * Suggested question: questions about their school, and 2 lucky 1. Lucky number 2. Complete the following imperative: numbers.

- Each team takes turns, chooses a number and ….. watch TV more than 3 hours a day. It’s bad for answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and get another turn.

your eyes.

Answer key: Don’t 3. Complete the question: ….. you have dinner with your parents yesterday?

Answer key: Did 4. Look at the picture and complete the sentence: Jane ….. with her brother last weekend.

Answer key: played badminton 5. Lucky number 6. Look at the picture and answer the questions Who is this man?

Answer key: Quang Hai ……………

* Presentation (12’) Pre-reading Task 1: * Aim: To activate students’ knowledge of the topic of the reading text. * Content: Look at the picture and answer the questions. * Products: Students answers the questions in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content I/ READING SKILL: - T - Ss Task 1: Work in pair, discuss the questions.

- Teacher leads students into the lesson by showing the picture of Pelé, and lets students 1. Who is this man 2. What do you know about Pele? know they are going to read a conversation 3. What is special about him? about him.

- Teacher has students work in pairs and discuss the questions about Pelé. It is not important whether they know much or little information about Pelé as long as they concentrate and talk with each other.

(Vocab – pre-teach) * Aim: To provide students with some lexical items before reading the text again. * Content: Learn some vocab related in the lesson. * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities T –Ss : - Pre teach vocabulary - Teacher introduces the vocabulary by providing definitions of the words - Repeat in chorus and individually - Copy all the words * Checking vocab: < Rub out and

Content * VOCABULARY: - career (n): nghề nghiệp, sự nghiệp - goal (n): khung thành, bàn thắng - score (v, n)): điểm, ghi bàn - take part in: Tham gia * Checking vocab: < Rub out and remmember>

remmember> * While reading (10’) Task 2 * Aims: To develop reading skill for general information (skimming). * Content: Read the dialogue quickly to check your ideas in Task 1. * Products: Ss check their ideas in Task 1 and give any piece of information they can remember . * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Read the dialogue quickly to check your ideas in Task 1.

- Teacher tells students to read the text * Example: quickly and check their ideas in Task 1.

- Teacher sets a strict time limit to ensure that • ... best footballer • ... from Brazil students read quickly for information.

• ... won the World Cup - Teacher encourages students to give any • ... the King of Football piece of information they can remember (and it is not so important if they cannot say • ... any true information as long as they speak English).

Task 3 * Aims: To help students develop their reading skill for specific information (scanning); To help students broaden and deepen their knowledge of the famous football star Pelé. * Content: Read the text again and answer the questions. * Products: Ss answer the questions correctly . * Organization of implementation : Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Read the text again and answer the questions.

- Teacher asks students to read in chorus the * Answer key: new and difficult words/phrases in the 1. Pelé was born in 1940. dialogue, then checks with students the 2. His father did. / His father taught him. meanings of the new words. Explain to them 3. He scored 1,281 goals in total. if necessary.

- Teacher asks students to find the key words 4. (He became Football Player of the Century) in 1999. in each question, then find the information 5. They call him “The King of Football”. in the dialogue to answer the questions.

- Teacher confirms the correct answers to the class.

* Pre-Speaking Task 4: * Aims: To help students form the ideas for their speaking. * Content: Read the following facts about two famous sportspeople. * Products: Read and know facts about two famous sportspeople. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss II. SPEAKING SKILLS

- Students work by themselves and read the fact files of two famous sportspeople. Teacher may ask them whether they know these sportspeople, and what else they know about them.

- Teacher explains any new words to students if necessary, makes sure students understand everything and they can use these facts to prepare for the next speaking activity.

Task 4: Read the following facts about two famous sportspeople. + Hoang Giang - No. 1sportsman inshooting Born: 1978 in Viet Nam 1995: finished sports school 1996: took part in a shooting competition 2001: won a gold medal for shooting + Jenny Green - one of the bestfemale golfers in history Born: 1972 in Greenland 1987: became a member of localgolf club 1994: took part in a female golftournament 2002: became the female golfchampion

* While- speaking (5’) * Aims: To help students practise speaking about a famous sportsperson. * Content: Choose one sportsperson in Task 4. Talk about him/her. * Products: Ss talk about the sportsperson they have chosen in front of the class . * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 5: Choose one sportsperson in Task 4. Talk - Teacher has students work in groups of four, about him/her. Use the following cues.

- His/ Her name lets them take turns to talk about the - The sport he / she plays sportsperson they have chosen.

- Why he / she is famous - Teacher lets students have freedom to -You like him/ her or not choose what information to mention. (They - Explain why can skip some points, or add some of their => Answer: own.)

- While students are talking, teacher goes round the class and monitors, remembers not - His name is Hoang Giang, he was born in 1978 in Viet to stop them in order to correct their mistakes. Nam. He plays shooting. He is famous for being No.1 sportsman in shooting. In 1996, he took part in a When the talking time is over, teacher collects shooting competition. In 2001, he won a medal for common errors and discusses them with the shooting whole class.

- Her name is Jenny Green. She was born in 1972 in Greenland. She plays golf. She is famous for being one of the best female golfers in history. In 1987, she became a member of local golf club. In 1994, she took part in a female golf tournament and in 2002, she became the female golf champion.

* Post-Reading and Speaking (5’) * Aims: To check students’ understanding and develop their speaking skill. * Content: Role-play an interview. * Products: Ask and answer some questions in front of the class. * Organization of implementation: Teacher’s and Ss’activities

Content

T - Ss, Ss – Ss - Students work in pairs. One student is an interviewer and the other is a famous sportsperson. Students role-play an interview.

- Teacher and students can brainstorm possible interview questions before the activity.

Teacher calls some pairs and gives feedback.

* Example: Ti: Hello, Teo Teo : Hi, Ti Ti: …………………

* Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content briefly. * Products: Some students say aloud what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content T - Ss, - Read the text about Pele’ - Teacher asks students to talk about what - Talk about the famous sportsperson . they have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to write down their

opinion about a famous sportsperson.

Content - Learn by heart vocab.

- Read the text again - write about a famous sportsperson.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

* Aim: Check students’ vocabulary from previous lessons; To introduce the topic of listening. * Content: Game “Choose the number”- say the name of sport which each person play. * Products: Ss join the game actively and answer the question exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up : T - Ss, Ss - Ss * Game: Choose a number and answer the Qs - Who is she/he?

- What sport does he (she) play?

- Teacher divides the class into 2 teams.

- Each team takes turns to spin the wheel.

Under each number is picture of a famous sportsperson. If the team gives the correct name of sport which the person play, they’ll Example: get one point.

(1. Football (David Beckham) - The team with more points is the winner.

Date of planning : …/… / 2021 Date of teaching : …/… / 2021 UNIT 8 : SPORTS AND GAMES Lesson 6: Skills 2

Week : Period : I. OBJECTIVES: By the end of the lesson, students will be able to: - Use the lexical items related to the topic Sports and games; - Listen for general and specific information about people’s favourite sports; - Write a passage about your favourite sport.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: Review some words related the lesson. * Grammar: go, play, do + N/V-ing 2. Competence: Students will developed listening and writing skills; Listen and understand specific information about people’s favourite sports; Write a passage about your favourite sport.

3. Quality/behavior: The love of learning English. To teach Ss to love sports and encourage them to take part in sports. Having the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8 – skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Check –up (5’)

* Pre-Listening (5’) Task 1: * Aim: - To activate students’ knowledge of the topic of the listening text; - To help students develop their skill of listening for general information. * Content: Listen to the passages. Who are they about? * Products: Listen and answer the question correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 1: Listen to the passages. Who are they - Teacher plays the recording once only, about? asks students to listen and say who are * Answer key: mentioned in the passages.

The listening passages are about Hai and Alice.

- Teacher confirms the correct answer as a class. * While -listening (10’) Task 2 * Aims: To develop students’ skill of listening for specific information (scanning). * Content: Listen and tick () T (True) or F (False) for each sentence. * Products: Students say T or F exactly and gives explanations to their choice. * Organization of implementation : Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - Teacher asks students to read the sentences carefully and find the key words.

- Teacher plays the recording again, tells students that while they listen, they have

Content Task 2: Listen to the passages again. Then tick () T (True) or F (False) for each sentence. * Answer key: 1. F 2. T 3. T

to write down T or F for each sentence.

- Teacher calls on some ss to read the answers and gives explanations to their choice.

- Teacher confirms the correct answers as a class.

4. T 5. F

Task 3 * Aims: To develop students’ skill of listening for specific information (scanning), and identify the exact words to fill the blanks * Content: Listen again and fill each blank * Products: Ss write correct words on the posters. * Organization of implementation : Teacher’s and Ss’activities Task 3: T - Ss, Ss - Ss

Content Task 3: Listen again and fill each blank with a word to complete each sentence.

- Teacher asks students to read the * Play a game: The big wheel game. sentences and find the key words. * Answer key: 1. volleyball - Teacher plays the recording the third 2. three time (or more if needed). Tell students that they have to identify the exact words 3. Alice 4. chess in the listening passages to fill the blanks, and that the words must be *Audio script: correctly spelled.

- Students can share their answers in pairs Hello. My name’s Hai. I love sport. I play volleyball at school and I often go cycling with my dad at the before listening to the recording a final weekend. But my favourite sport is karate. I practise it time to check the answers as a class. three times a week. It makes me strong and confident.

- T can have SS play a game: The big - My name’s Alice. I’m twelve years old. I don’t like wheel game:

doing sport very much, but I like watching sport on TV. My hobby is playing chess. My friend and I play chess every Saturday. I sometimes play computer games, too. I hope to create a new computer game one day.

* Post- listening (3’) * Aims: To check students’ understanding of the listening part. * Content: Summarize the information in the listening part. * Products: Ss summarize the main information of the listening part briefly. * Organization of implementation: - T-Ss, Ss-Ss( work group) - Students work in groups of four.

- Teacher asks students to summarize the information in the listening part and talk about it.

- Teacher helps if necessary.

* Summarize the information of the listening part.

Love sport Hai

……

Alice

doesn’t like sport ….

* Pre-Writing (5’) * Aims: To help students brainstorm ideas for their writing. * Content: Talk about the sport/ game you like. * Products: Ss write down the important and interesting things in their notebooks. * Organization of implementation: Teacher’s and Ss’activities Content - Task 4: - T-Ss, Ss-Ss Task 4: Work in pairs. Talk about the sport/ - Teacher has students work in pairs and game you like. Use the following questions as talk about the sport/game they like. They cues. can use the cues given or their own ideas.

- What is the name of the sport/ game?

- Teacher asks them to note down the How many players are there? important and interesting things in their notebooks.

- How often do you play it?

- Teacher goes round and gives help if - What equipment does it need? necessary, then calls on some students to - Why do you like it? read their notes in front of the class. * Suggested answer.

- Teacher and other students listen and - Badminton make comments.

- 2 players - I play it three times a week - 2 racquets and 1 shuttlecock

* While-Writing (7’) * Aim: To help students practise writing a paragraph about the sport/ game they like. * Content: Write a paragraph of 40-50 words about the sport/ game you talked about in Task 4 * Products: Students’ writings in their notebooks. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: - T-Ss, Ss-Ss Task 5: Write a paragraph of 40-50 words about the sport/ game you talked about in Task - Teacher asks students to write a 4. You can also refer to the listening passages. paragraph about the sport/ game they talk about in Task 4. Allow students to * Example writing refer to the listening passages and other Badminton is my favorite sport. I play badminton after sections for useful language for writing. school. There are two players: my friend and me. I play - Teacher tells students to write a draft badminton three times a week. To play badminton, I need first, based on the ideas they have talked two racquets and one shuttlecock. …. about in Task 4.

- Tell them to pay special attention to punctuation, structural elements, linking words, etc.

- If there is enough time, teacher may collect some students’ writings and mark them, then give comments to the class.

Remember to tell them how to improve their writings. * Post-Writing (5’) * Aim: To cross check and final check students’ writing. * Content: Swap and give feedback on each other’s writing.

* Products: Ss give feedback on each other’s writing clearly * Organization of implementation: Teacher’s and Ss’ activities -T-Ss, Ss-Ss - Teacher has the groups swap and give feedback on each other’s writing.

- Teacher then gives feedback on one writing as a model.

Content * Students’ writing.

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Ss talk about what they have learnt in the lesson. * Products: Ss summarize what they have learnt in the lesson briefly * Organization of implementation:

Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen a passage about 2 students ( Hai and Alice) -Write about the sport/ game you like. * Homework (2’) * Aim: To review the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbooks and workbooks. * Organization of implementation: - Teacher asks students to write down the - Rewrite the passage. email in their books.

- Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson. * Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 8 : SPORTS AND GAMES Lesson 7: Looking back and project

Week : Period : I. OBJECTIVES: By the end of the lesson, students can: - review the vocabulary and grammar of Unit 8; - apply what they have learnt (vocabulary and grammar) into practice through a project.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words of unit 8. * Grammar: : The Past simple tense and imperatives.

2. Competences: Revise words related the lesson and The Past simple tense and imperatives to do exercise perfectly, develope speaking, writing and co-operating skills when doing projects.

3. Quality/ behavior : To teach SS to work hard, To teach Ss to love sports and encourage them to take part in sports. Having the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8 – Looking back and project) - Smart TV/Pictures, sets of word cards - sachmem.vn

2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES)

Task 2

1.Warm-up (7’) * Aim: To revise what students have learnt in Unit 8 and lead in the next part of the lesson. * Content: Complete the mind map. * Products: Ss fill the missing words correctly and fastly in the map. * Organization of implementation: Teacher’s and Ss’activities * Warm up (Team work) T –Ss, Ss - Ss - Teacher divides the class into groups of four, gives each group a mind map, asks them to fill the missing words in the map.

- Ss complete the mind map on the posters.

- The fastest group giving out the correct answer is the winner.

Content * Mind map

* Answer key: 1. Sports and games 2. Vocabulary 3. Grammar 4. The past simple 5. Imperatives

VOCABULARY (10’) Task 1 * Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Find one odd word/ phrase in each question. * Products: Students read the correct answers aloud . * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Find one odd word/ phrase in each question.

- Students do this task individually. * Answer key: - Teacher calls on some students to read the 1. C answers aloud and then confirms the correct 2. A answers as a class.

3. C -Let the whole class read the words/phrases 4. B correctly.

5. B

* Aims: To help students revise the combination of the verbs play, do and go with names of different sports/ games. * Content: Put the correct form of the verbs play, do or go in the blanks. * Products: Some students write correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss - Ss Task 2: Put the correct form of the verbs play, - Teacher tells students that in English sports do or go in the blanks. and games may go after one of three verbs: * Answer key: 1. do play, do and go. Students have to remember these combinations and use them 2. is playing 3. goes correctly in different contexts.

- Teacher allows students time to do the task 4. went 5. played individually.

6. are doing - Teacher calls some students to write the answers on the board, then lets the class comment, and gives them the correct answers.

- Teacher may call some students to read the sentences. * Grammar (20’) Task 3 * Aims: To help students revise the use of the past simple tense in context. * Content: Put the verbs in brackets in the correct form. * Products: Ss write correct answer on the board. * Organization of implementation Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Put the verbs in brackets in the correct form.

- Teacher lets students work in pairs and put * Answer key: the verbs in brackets in the correct form of 1. took 2. started the past simple.

3. didn’t like - Teacher tells students to pay attention to 4. did you do, cycled, watched the point of time given in the sentences.

Teacher checks answers as a class Task 4 * Aims: To help students revise the use of imperatives (positive and negative) in different situations. * Content: Use imperatives (positive and negative) in the situations. * Products: Students use of imperatives (positive and negative) in different situations exactly and read the sentences aloud. * Organization of implementation: Teacher’s and Ss’activities Content

Task 4:T-Ss, Ss-Ss - Teacher gives students some time to work by themselves, asks them to revise how to use imperatives (positive and negative) in these situations.

- Teacher calls some students to read their sentences.

- Teacher lets other students give comments, then confirms the correct sentences.

Task 4: What do you say in these situations?

Answer 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 touch the dog.

Task 5 * Aims: To help students revise what sports and games are. * Content: Fill each blank with ONE word to complete the passage * Products: * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss-Ss Task 5: Fill each blank with ONE word to - Teacher gives students some time to work complete the passage. individually. * Answer key: 1. play - Teacher calls some students to read their 2. hear sentences.

3. favourite - Teacher lets other ss give comments, then 4. sports confirms the correct sentences.

5. famous * Project (2’) * Aims: - To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.

- To help students practise writing about a traditional game (what it needs and its rules). * Content: Making the project “Choose one of the following sports/games and write about it” * Products: Students’ project. * Organization of implementation: Content Task 6: Read the passage about the game Blind man’s bluff.

- Teacher has students practice the project Task 7: Choose one of the following themselves at home sports/games (or one of your own) and write about it. ( Students practice the project themselves at home) * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content. * Products: A student says what she/ he has just learnt in the lesson. * Organization of implementation:

- revise vocabulary and grammar in unit 8 - T - Ss - talk or write a sport ( a game) you like - Teacher asks students to talk about what they have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in Unit 8 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook * Products: Students’ textbooks and workbooks * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook.

- Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Unit 9 –Lesson 1.

Getting started

* Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Teacher’s and Ss’activities Project: T - Ss, Ss – Ss (group work)

Teacher’s and Ss’activities

Content

Date of planning : …/… / 2021 Date of teaching : …/… / 2021 UNIT 9: CITIES OF THE WORLD Lesson 1: Getting Started – What nice photos!

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Cities of the World; - use the vocabulary and structures to describe cities and landmarks.

II. LANGUAGE ANALYSIS 1. Knowledge:

* Vocabulary: rainy (adj); crowded (adj); beautiful (adj); interesting (adj); exciting (adj) * Grammar: Expressing exclamations with What,…

2. Competence: use the vocabulary and structures to describe cities and landmarks, can develope listening, speaking and co-operating skills.

3. Quality/behavior: Ss will be more aware of preserving and developing the country. Having the good attitude to working in groups, individual work, pairwork, cooperative learning.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 9- Getting started ) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To set the context for the listening and reading text,

To introduce the topic of the unit. * Content: Matching game : Match the pictures with their appropriate continents. * Products: Ss complete the given task the fastest and correctly will be the winner. * Organization of implementation: Teacher’s and Ss’activities Content * Matching game: * Matching game: *Answer key: T - Ss Group 1: Africa - Teacher divides students into 5 groups and delivers a set of 10 pictures about cities in 5 continents.

- Each group will be assigned the name of the 5 Casablanca Cairo continents.

Group 2: America - Students will have to pick up the pictures and stick them to their appropriate continent.

- The group which completes the given task the New York Rio De Janeiro fastest and correctly will be the winner.

Group 3: Asia : Hoi An;Singapore Group 4: Europe: Venice, Paris Group 5: Oceania: Sydney: Melbourne

* Presentation (5’) * Aim: To lead in the topic of cities and their landmarks. * Content: Answer some questions. * Products: Students say aloud the correct answers. * Organization of implementation: Teacher’s and Ss’activities - T - Ss

Content 1. What are Mai and Tom doing?

2. What are they looking at?

3. What is the name of the city?

4. What landmark is in the picture? * Suggested answers: 1. They are talking to/ discussing with each other.

2. They are looking at the computer screen/ some photos/ pictures about places around the world.

3. It’s Sydney in Australia.

4. It’s the Opera House. * Pre teach vocabulary (7’)

- Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture to introduce the land: - Students answer independently - T gives feedback and leads in the new lesson.

* Aim: To intruduce the vocabulary apprearing in the next. * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation:

* Pre teach vocabulary - T - Ss - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab.

- Repeat in chorus and individually

- Copy all the words

UNIT 9: CITIES OF THE WORLD Lesson 1: Getting Started – What nice photos! * Vocabulary - rainy (adj): /ˈreɪni/ - crowded (adj): /ˈkraʊdɪd/ - beautiful (adj): /ˈbjuːtɪfl/ - interesting (adj): /ˈɪntrestɪŋ/ - exciting (adj): /ɪkˈsaɪtɪŋ/ * Checking vocab: < what and where>

* Checking vocab: < what and where> * Practice: (20’) Task 1 * Aims: To practice the targeted language (adjectives) and the background knowledge of cities in the world. * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1. Listen and read T- Ss, Ss - Ss - Teacher sets the context for the listening and 1. What do you think Mai and Tom are talking reading text: about? + Teacher asks students to look at the title of 2. What city can you recognize from the photos? the conversation and the picture.

3. What is it famous for? etc. + Teacher asks them some brainstorming

questions like: - Teacher encourages students to give their answers, but do not confirm whether their answers are right or wrong.

- Teacher play the recording, asks students underline the words they have learn in the vocabulary part.

- Teacher can play the recording more than once.

- Students listen and read.

- Teacher invites some pairs of students to read the dialogue aloud.

- Teacher has students say the words in the text that they have underlined.

* Suggested answers: 1. They are talking about some famous places in the world.

2. It’s London, New York, Sydney….

3. Sydney has a lot of beautiful beaches London………

New York……….

Task 2 * Aims: To help students identify the location of the cities mentioned in the conversation on a map. * Content: Write the names of the cities in the correct places. * Products: Students say aloud the names of the cities and provide more information about them * Organization of implementation: Teacher’s and Ss’activities Task 2: T-Ss, Ss-Ss, T-Ss - Teacher tells students to look at the photos and the text in order to find the answers.

- Students work independently.

- Teacher allows students to share their answers before discussing as a class.

- Teacher asks students to support their answers or encourages them to provide more information about the 3 cities.

Content Task 2: Write the names of the cities in the correct places. * Answer key: 1. London 2. New York 3. Sydney

Task 3 * Aims: To help students focus on the use of adjectives to describe cities. * Content: Match the cities with the adjectives describing them. * Products: Students match correctly and give more adjectives to describe the 3 cities. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Read the conversation again and match the cities with the adjectives describing - Teacher has students read the conversation them. again, underline the names of the cities and * Answer key: mark the adjectives which were previously 1. Sydney: underlined in Task 1 to find the answers.

- c – exciting - Students work independently.

- d – beautiful - Teacher allows students to share their answers 2. London: before discussing as a class.

- a – rainy

- Teacher asks students to support their answers 3. New York: or encourages them to provide more - b – crowded adjectives to describe the 3 cities.

- e – interesting Task 4: * Aims: To help students visualize some landmarks of the cities mentioned in the conversation. * Content: Match the cities with their landmarks. * Products: Students’ correct answers on the posters ( work group) * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Match the cities with their landmarks.

- Students can work in pairs to complete this * Answer key: task.

1. Ha Noi – c - After matching the cities with their landmarks, students discuss with each other to 2. London – d find the names of the landmark either 3. New York – a appearing in the pictures or in the cities.

4. Sydney – b

* Production (5’) * Aims: To give students a fun time revising what they have learnt so far in the lesson. * Content: Choose a landmark or a city to present about it.(work in groups) * Products: Practise in groups and then choose a landmark or a city to present about it. * Organization of implementation: Teacher’s and Ss’activities T-Ss, Ss-Ss - After matching the cities with their landmarks, students work in groups of four discuss with each other to find the names of the landmark either appearing in the pictures or in the cities.

- Students can choose a landmark or a city to present about it.

- Teacher models the game by asking students to guess the picture she is holding with the

Content * Choose a landmark or a city to present about it. * Suggested answers: 1. Ha Noi: One Pillar Pagoda, The Old Quarter, The Temple of Literature and Imperial Academy, Ho Chi Minh Mausoleum, Ha Noi Flag Tower, Ba Dinh Square, etc.

2. London: Houses of Parliament, Buckingham Palace, Trafalgar Square, Piccadilly Circus, The London Eye, Tower Bridge, The British Museum, St Paul’s Cathedral, The Thames, etc.

3. New York: Statue of Liberty, Central Park, Brooklyn Bridge, Broadway, Empire State Building, Times Square, etc.

4. Sydney: Sydney Opera House, Sydney Harbour Bridge, Sydney Observatory, Museum of Contemporary Art Australia, Art Gallery of New South Wales, Hyde Park Barracks, Sydney Tower Eye, Sydney Town Hall, Queen Victoria Building, St Mary's Cathedral, etc.

* Task 5: Game – What city is this?

Example:

whole class first.

- Teacher can deliver the pictures used in the Warm-up part to students so that they can have visual aids to play the game.

- Students play the game in groups of four.

Every student will have to ask questions, provide information and find the answers.

Teacher: Can you guess the city in the picture?

A student: What’s it like?

Teacher: It has beautiful beaches.

A student: Is it in Australia?

Teacher: Yes, it is.

A student: It’s Sydney.

Teacher: Right!

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Vocab about school things and Read and understand content of the conversation * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

- Ss work indepently

Content - some new words - Read and understand content of the conversation - Know some famous places around the world. * Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbooks and workbooks * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson.

- Go to the Internet and search for the information on your favourite cities in the world (food, people, weather, etc.)

- Prepare lesson 2 ( A closer look 1). * Evaluation: ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

Date :…………..

Week: Period :

UNIT 9: CITIES OF THE WORLD Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Cities of the World; - use the vocabulary and structures to talk cities and landmarks; - pronounce and recognize the sounds /əʊ/ and /aʊ/.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: sunny (adj), delicious (adj), stall (n), palace (n), street food (nph), floating market (nph) * Grammar: Possessive adjectives; Possessive pronouns 2. Competences: Use English to Ss to talk about other cities they know; pronounce and recognize the sounds /əʊ/ and /aʊ/.

3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 9, A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation. * Content: Name the pictures * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * Name the pictures * Answer key: - Teacher divides students into 4 groups and delivers a set of 4 pictures about famous landmarks in the world.

- Teacher shows pictures one by one and asks students to raise hands to give the correct names One Pillar Pagoda Twin Tower and spelling of the landmarks.

- The fastest group raising their hands will get the chance to answer first.

- Teacher gives 10 points for the group that gives the correct answers.

- The group getting the highest points will be the Tower Bridge Sydney Opera House winner.

 Teacher leads students into the lesson by

telling them that “In today lesson, we are going to learn more words to describes cities and two sounds /əʊ/ and /aʊ/.” * Presentation (7’) (Vocab-pre-teach) * Aim: To teach students some vocabularies related the topic in the lesson. * Content: Some vocabularies to describe a city. * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss UNIT 9: ( con’t) * Pre teach vocabulary Lesson 2 : A closer look 1 * Vocabulary - Teacher use different techniques to teach - sunny (adj) /ˈsʌni/ vocab (pictures, situation, synonym or - delicious (adj) /dɪˈlɪʃəs/ antonym words;…)

- stall (n) /stɔːl/ - palace (n) /ˈpæləs/ - Repeat in chorus and individually - street food (nph) /ˈstriːt fuːd/ - Copy all the words - floating market (nph) /ˈfləʊtɪŋ mɑːrkɪt/ * Checking vocab: < Rub out and remmember>

* Checking vocab: < Rub out and remmember>

Task 2: Complete the sentences with the words in Task 1. * Answer key: 1. sunny 2. old 3. exciting 4. friendly 5. tasty/delicious

Task 3 * Aims: To teach students some words/phrases related to a city. * Content: Write the words and phrases under the correct pictures. * Products: Ss write the words and phrases under the correct pictures. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Write the words and phrases under the correct pictures.

- Teacher asks students to match the given * Answer key: words and phrases with correct pictures.

1. Palace - Students work independently.

2. Floating market - Teacher allows students to share their 3. Street food answers before discussing as a class.

4. Stall - Teacher asks some students to share the answers and gives corrections (if necessary) * PRONUNCIATION (5’) /əʊ/ and /aʊ/.)

* Practice (12’) Task 1 * Aims: To teach students some adjectives describing a city. * Content: Fill each box with an adjective. * Products: Students write the correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Fill each box with an adjective.

- Teacher asks students to use the given words * Answer key: to fill in the suitable boxes in 2 minutes.

- City: old, exciting - Students do the task.

- Food: tasty, delicious - Teacher calls some students to give their answers.

- People: friendly, helpful - Teacher gives feedback and corrections (if - Weather: rainy, sunny necessary).

Task 2 * Aims: To help students use the adjectives in Task 1 in a context. * Content: Complete the sentences with the words in Task 1. * Products: Ss say aloud the correct words . * Organization of implementation: Teacher’s and Ss’activities

Task 2: T - Ss, Ss - Ss - Teacher asks students to work in pairs and use the word in Task 1 to complete the sentences.

- Students work in pairs and do the task.

- Teacher calls some pairs to share their answers with the whole class.

- Teacher gives feedback and corrections (if necessary)

Content

* Aims: To help students have concept and identify the sounds /əʊ/ and /aʊ/.

To help Ss practise pronouncing these sounds correctly in words. * Content: Watch a video about how to pronounce these two sounds. * Products: Students give some words they know containing these sounds and how to pronounce. * Organization of implementation: Teacher’s and Ss’activities Content T-Ss * PRONUNCIATION - Teacher introduces 2 sounds /əʊ/ and /aʊ/ to * Suggested answers: students and lets them watch a video about - /əʊ/: cold, close, drove, low, slow, show. how to pronounce these two sounds.

- /aʊ/: how, now, loud, cloud, sound, house.

- Teacher asks students to give some words they know containing these sounds Practice (8’) Task 4 * Aims: To help students identify and practise the /əʊ/ and /aʊ/ sounds. * Content: Listen and write the words in the correct column. Then listen and repeat. * Products: Ss write the words in the correct column on the board. ( posters) * Organization of implementation: Teacher’s and Ss’activities Content

T- Ss - Teacher asks students to read and write the words in correct column.

- Students work individually.

- Teacher plays the recording for students to listen, repeat and check their answers.

Task 4: Listen and write the words in the correct column. Then listen and repeat. * Answer key: /əʊ/ boat, postcard, coast, pagoda Task 5

/aʊ/ house, town, tower, crowded

* Aims: To help students practice the sounds /əʊ/ and /aʊ/ in sentences. * Content: Listen and repeat. Pay attention to the underlined words. * Products: Students practice reading the sounds /əʊ/ and /aʊ/ in sentences exactly. * Organization of implementation: Teacher’s and Ss’activities Task 5 :T-Ss, Ss- Ss - Teacher plays the recording for students to listen and asks students to repeat the sentences after they listen.

- Students listen and repeat the given sentences.

Content Task 5: Listen and repeat. Pay attention to the underlined words.

1. The town is crowded at the weekend.

2. There's lots of snow in Tokyo in winter.

3. It's very cold on the boat.

4. He's running around the house.

* Production (3’) * Aim: To give students chance to apply what they have learnt. * Content: “Game: Whispering * Products: The last member will say aloud the sentence exactly. (Students plays in groups) * Organization of implementation: Teacher’s and Ss’ activities T –Ss, Ss - Ss - Teacher divides the class into 4 big groups and asks students to stand in four lines.

- The member in the last place will make a sentence containing at least a word and a sound they have learnt; then, whisper the sentence to the next member of the group. They will continue until the member in the first place and this member will say the sentence aloud.

- The fastest group will win the game.

Content * Game: “Game: Whispering * Suggested sentences: 1. The house is very old.

2. I visited a famous floating market.

3. He lives in an old house. .

* Consolidation(2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab about some words to describe a city and how to pronounce the sounds /əʊ/ and /aʊ/

* Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Vocab about some words to describe a city have learnt in the lesson - pronounce the sounds /əʊ/ and /aʊ/ * Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbooks and workbooks * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words.

- Find 5 more words with the sound /əʊ/ and 5 more words with the sound /aʊ/.

- Prepare lesson 3 ( A closer look 2)..

* Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

- Teacher divides the class into 4 groups.

- Teacher delivers a set of word cards which contains possessive adjectives and possessive pronouns to each group.

- Students will have to work in groups to create as many correct sentences from the word cards as possible.

- The group with more correct sentences will be the winner.

Date of planning : …/… / 2021 Date of teaching : …/… / 2021 Week : UNIT 9: CITIES OF THE WORLD Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to know how to use possessive adjectives and possessive pronouns correctly.

II. LANGUAGE ANALYSIS 1. Knowledge * Vocab: revise some words related Cities and landmarks * Grammar: Possessive adjectives; Possessive pronouns 2. Competences: Use English to Ss to talk about other cities they know; students know how to use possessive adjectives and possessive pronouns correctly 3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 9, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of possessive adjectives, possessive pronouns and to increase students’ interest. * Content: * Products: Students look at the picture and answer the questions correctly. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Sentence puzzling - T - Ss * Suggested answers:

Lead in : T introduceS targeted grammar of possessive adjectives, possessive pronouns.

- Teacher draws students’ attention to the words in the sentences created in the game “my, his, our, your, mine, hers” and asks them whether they know the types of these words.

- Teacher provides or confirms the answers and leads in the grammar focus of the lesson:

1. My city 2. His

house

is

very is

very

beautiful. big.

3. Our school has a big garden.

4. Your school

is than mine. smaller

5. My shoes are bigger than

hers.

+The words “my, his, our, your” are possessive adjectives. + The words “mine, hers” are possessive pronouns.

-Teacher says: “Today we are going to learn more about possessive adjectives, possessive pronouns.” * Presentation (8’) * Aim: To revise the forms of the possessive adjectives; explain the usage of possessive adjectives, possessive pronouns * Content: Present the grammar of possessive adjectives, possessive pronouns * Products: Understand and how to * Organization of implementation: Teacher’s and Ss’activities Content * Pre - Grammar UNIT 9: ( CON’T) - T - Ss Lesson 3 : A closer look 2 • Grammar: - Teacher draws students’ attention to the + Possessive adjectives A possessive adjective is used only when there is form of the sentences from and ask them a noun following it. whether they know the Possessive adjectives EX: I have a pen. This is my pen. and possessive pronouns. + possessive pronouns A possessive pronoun is used alone, without a - Teacher provides or confirms the answers noun following it. and lead in the grammar focus of the lesson: - This book is my book , not your book .

- This book is mine, not yours.

- T explains the usage and the form.

• Notes: - Ss listen and copy down.

- Tính từ sở hữu luôn đứng trước danh từ để chỉ sự sở hữu của ai đó.

-Còn đại từ sở hữu có thể đứng một mình tương đương với một tình từ sở hữu kết hợp với một - If needed, revise the forms of the possessive danh từ. adjectives. Use the table below for both

possessive adjectives and possessive pronouns.

Pronouns I

Possessive adjectives my

Possessive pronouns mine

you he

your his

yours his

she it we

her its our

hers its ours

you they

your their

yours theirs

* Practice (15’) Task 1 + Task 2 * Aims: To help students revise the use of possessive adjectives; To give Ss opportunities to use possessive adjectives correctly in context. * Content: - Match the sentences with the pictures - Complete the sentences with the correct possessive adjectives. * Products: Students match the sentences with the pictures exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss , Ss- Ss Task 1: Match the sentences with the pictures, -Teacher has students complete the matching paying attention to the underlined part in each activity individually. sentence.

-Teacher then asks students to exchange their *Answer key: textbooks to check their friends’ answers.

1–d 2–e 3–b 4–a - T writes on the board the subjects and the 5–c possessive adjectives in pairs.

(E.g. Sue  her, Billy  his, The cat  its, We  our, They …..> their -Teacher asks students to work in pairs to provide all possessive adjectives except for the ones in the sentences • Suggested answers: my, your (singular), your (plural), his, her, its, our, their Task 1:T –Ss , Ss- Ss Task 2: Complete the sentences with the correct possessive adjectives.

- Teacher has students work on the exercise • Answer key: individually before they compare answers 1. My with each other.

2. your - Teacher gives feedback as a class 3. Their discussion.

4. Her (T can have Ss complete the sentences by

playing game)

5. Our

Task 3: * Aims: To help students determine the correct possessive pronoun representing a phrase. * Content: Complete the sentences with the correct possessive pronouns. * Products: Ss Write the correct answers on the board. * Organization of implementation Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Complete the sentences with the correct possessive pronouns.

- Teacher has students work on the exercise • Answer key: individually before they compare answers 1. mine with each other.

2. theirs - Teacher gives feedback as a class 3. yours discussion.

4. his 5.ours * Production (5’) Task 4: * Aims: To help students distinguish and use correctly possessive adjectives and possessive pronouns. * Content: Choose the best option to complete the questions * Products: Ss say aloud the correct key. * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, Ss-Ss Task Choose the best option to complete the - Teacher combines Exercise 4 and Exercise questions in the game Questions in the game: 5 (p. 30) to create questions in Kahoot 1. Australia is a strange country. All of _____ big game.

- Teacher allows students to use their mobile cities are along the coast.

A. it’s B. its C. it is D. it devices to answer and interact with the 2. Our city is very crowded. How about _________? questions online.

A. you B. your C. yours D. you are - Teacher gives clear instruction for students 3. I love my football club. Does Phong like ______? to fully understand how to play Kahoot A. his B. him C. he is D. he game online.

4______ street is short and narrow.  Go to kahoot.it A. Our B. We C. Us D. Ours  Enter the game PIN 5. They cannot find _____ city map anywhere.  Type your nick name A. their B. them C. theirs D. they 6.The book is ______, but you are welcome to read it.  Choose the best option for each question A. my B. mine C. yours D. yours appearing on the screen 7._____ bike is dirty, and I can’t tell what colour is it.  See who will be the winner B. Yours C. You D. You are - Teacher provides the game PIN and allows A. Your 8.Your country is much bigger than ________. students’ access to the game.

A. our B. their C. ours D. yours - Students choose the best option for each 9. _______ dog is so friendly. It never barks. question appearing on the screen A. They B. Them C. Their D. Theirs - Teacher gives complement or good mark to 10. _______ not easy to find your way in a strange the winner of the game. city.

A. It B. It’s C. Its D. There * Answer key: 1. B 2. C 3. A 4. A 5. A 6. B 7. A. 8C 9. C 10. B

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what they have learnt in the lesson.

Teacher’s and Ss’ activities

Content * Grammar: - Possessive adjectives; Possessive pronouns

Content

* Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do exercises in the workbook.

- Prepare lesson 5 ( Skills 1)

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 9 : CITIES OF THE WORLD Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - make an exclamation with What to express their appreciation or surprise; recognise and have knowledge about some famous landmarks in big cities.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: The lexical items related to the topic “ cities of the world” * Grammar: Possessive adjectives; Possessive pronouns - 2. Competences: Use English to Ss to talk about other cities they know; students know how to make an exclamation with What to express their appreciation or surprise; recognise and have knowledge about some famous landmarks in big cities.

3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 9, communication) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To introduce the topic.

* Content: Look at the picture and describe. * Products: Some students describe picture in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Pictures describing: * Warm up Team work - Teacher shows the picture of a city and asks students describe as many things in the picture as possible.

- Students give their answers.

Teacher checks the answer * Suggested answers: - A green city - High buildings - A beautiful city - A beautiful sky Lead in.

Teacher leads students into the lesson by telling about what they are going to learn: “We are going to learn how to express exclamation with what and city land marks”.

Eg:What a beautiful city!

What tall buildings!

* Presentation (10’) * EVERYDAY ENGLISH Task 1 * Aim: To introduce exclamations with What. * Content: Structure of exclamations with What and its usage. * Products: Ss understand and know how to use the structure of exclamations with What * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task1: Look at the picture. Listen and read the exclamations.

- Ask Ss to look at the picture and read the exclamations - Teachers write down three exclamations on the board and asks students to find the similarity/similarities among the three exclamations.

- Students read the exclamations and find out the similarity/ similarities among them.

- Teacher calls some students to share their opinions.

- Teacher gives more explanations and writes down the structure of an exclamation with What.

* Expressing exclamations with What Eg: 1. What a nice day!

2. What a clear sky!

3. What tall buildings! * Suggested answers: They all begin with What followed by a noun phrase. An exclamation mark (!) is usually put at the end.

Structure: What + (a/an) + adj + noun! *Note: use a/an with countable nouns which are singular.

*Practice (25’)

Task 2 * Aims: To practice making exclamations with What. * Content: Look at the picture and say what you think by using exclamation with What. * Products: Ss play game in groups (make correct exclamations from the picture ) * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 2: Work in pairs. Look at the picture - Teacher asks students to work in pairs and take and say what you think by using exclamation with What. turns to make exclamations from the picture * Answer key: using the suggestions.

1. What happy and beautiful children!

- Students do the task in pairs.

2. What a colourful and nice picture!

- Teacher calls some pairs to say their 3. What sunny and beautiful weather! exclamations in front of the class.

4. What a small and cute boy!

- Teacher gives feedback and corrections (if 5. What beautiful and colourful apple trees! necessary). * T can have Ss make exclamations by playing game: Lucky number.

Task 3 * CITY LANDMARKS * Aims: To help Ss get used to some famous landmarks in big cities. * Content: Write the names of the landmarks under the correct pictures. * Products: Ss write the correct name under the pictures of the landmarks. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Work in pairs. Write the names of - Teacher shows the photos of the four landmarks the landmarks under the correct pictures. of different cities and asks students what they are. If students do not know their name in English, allow them to use Vietnamese.

- Teacher asks students to work in pairs, read the names in the boxes (make sure that they pronounce the names correctly) and write the * Answer key: correct name under the pictures of the 1. Merlion landmarks.

- Students share the answer with the whole class. 2. Big Ben 3. Sydney Opera House - Teacher checks and elicits from students any Eiffel Tower information they know about the landmarks.

Task 4 * Aims: To help students recognise each landmark through its description * Content: Write the names of the landmark . * Products: Some students give their answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content

Task 4: T - Ss, Ss - Ss Task 4: Write the names of the landmark in Task 3 for the descriptions.

- Teacher asks students to read the descriptions about the four landmarks and sets the time limit * Answer key: 1. Big Ben for reading task.

- Students work individually and write the names 2. Sydney Opera House of the landmarks under the correct descriptions. 3. Eiffel Tower 4. Merlion - Teacher calls some students to give their answers and checks. * Production (5’) * Aims: To check how much students know about different cities and their landmarks. * Content: Read the questions and circle the correct answers * Products: Ss say aloud the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: QUIZ. Work in pairs. Read the questions and circle the correct answers - Have Ss work in pairs.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

- Ask them to read the questions and circle the correct answers.

- Check Ss'answers as a class.

- Give some more interesting facts about each landmark if time allows. * Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Make an exclamation with What - Write the names of the landmark - know about cities and their landmarks. * Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do EX in the workbook.

- Prepare lesson 5 ( skills 1)

Date of planning : …/… / 2021 Date of teaching : …/… / 2021 Week : UNIT 9: CITIES OF THE WORLD Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - develop reading skill for general and specific information; - identify different features of a place; - use what they have learnt to talk about a city.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: fantastic (adj)perfect (adj) rent (v) helmet (n) traditional (adj) landscape; * Grammar: Possessive adjectives; Possessive pronouns 2. Competences: develop reading skill for general and specific information; use what they have learnt to talk about a city.

3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 9, Skills 1) - Smart TV/Pictures, sets of word cards

- sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To introduce the topic of reading and To lead in the lesson about Skills 1. * Content: Chatting: some questions about writing a postcard. * Products: Students answer the questions individually. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Chatting - Teachers asks students look at some pictures and asks some questions about writing a postcard.

- Students answer the questions 1. What’s this?

2. Have you ever written a postcard?

And then lead in the new lesson.

3. If yes, who did you write to? If no, do you intend to write a postcard in the future?

* Aims: To introduce the topic of reading. * Content: Look at the postcard and discuss. * Products: Some students to share their discussion and say the answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss , Ss – Ss * Discussing Task 1: Look at the postcard and discuss.

- Teacher shows the picture of a postcard and asks students to work in group of 4 and discuss 2 questions:

- Teacher invites some students to share 1. Do you know where this is? their discussion and accepts reasonable answers.

2. When do people write a postcard?

3. What do they often write on a postcard? * Suggested answers: 1. It’s Stockholm , capital and largest city of Sweden.

2. When they are away from home, often on holiday or business.

3. They want to tell their family or friends what they see and do, and how they feel about their time here.

* Suggested answers:

1. It’s a postcard.

2. Yes, I have. / No, I haven’t.

3. I wrote to my best friend. / Yes, if I travel, I will write and tell my best friend about my trip. * Presentation (5’) * Aim:To provide students with some lexical items before reading the text. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities T –Ss : - Pre teach vocabulary - Teacher use different techniques to teach vocab (synonym , Antonym, pictures, situation, …..)

- Repeat in chorus and individually - Copy all the words

Content * VOCABULARY: - fantastic (adj) = great - perfect (adj) = ideal : hoàn hảo - rent (v) : thuê, mướn - helmet (n) : mũ bảo hiểm - traditional (adj) # modern : mang tính truyền thống - landscape (n) : Phong cảnh

* Checking vocab: < what and where> * Checking vocab: < what and where> * Pre -reading (5’) Task 1:

* While-Reading ( 10’) Task 2: * Aims: To develop reading skill for general and specific information. (multiple-choice). * Content: Read the postcard and answer the questions by choosing A,B or C. * Products: Ss say the answer correctly. * Organization of implementation : Teacher’s and Ss’activities Content Task 2:T –Ss , Ss – Ss Task 2: Read the postcard and answer the - Have Ss look at the questions first. Ask questions. them to underline the key words in the * Answer key: 2. A 3. B 4. C questions. Tell them these key words will 1. B help them find the information more easily in the text.

- Have Ss read the postcard and answer the questions individually before discussing as a class.

- Call on some Ss to read their answers.

Encourage Ss to justify their answers.

- Check Ss' answers as a class.

Task 3 * Aims: To identify different features of a place * Content: Read the text and match the places with the things they have. * Products: students’ correct answers * Organization of implementation: Teacher’s and Ss’activities Task 1:T –Ss , Ss – Ss - Teacher asks students to read the text again and do the matching - Teacher sets the time.

- Teacher checks students answers as a class.

Content Task 3: Read the text and match the places with the things they have. * Answer key: 1. b,c 2. a,d,e

* Pre-Speaking(5’) Task 4 * Aims: To help students form the ideas for their speaking * Content: Choose a city you know. Discuss and answer the questions * Products: Students discuss in groups positively * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to work in groups and allows each group some time to choose one city they have learnt about in this unit, or the one they all know/like.

- Teacher asks students to discuss and makes notes of the information they want to share with the class.

- Teacher asks students to refer to the questions as suggestions for their notes or they can do it in their own way.

- Teacher goes around and offers help if needed.

Content Task 4: Work in groups. Choose a city you know.

Discuss and answer the questions.

What city is it?

What is it like? (the weather, the food ...)

What can you see and do there?

How do you feel about it? * Suggested answers: - It’s Vung Tau city.

- It has many beautiful beaches, the weather is usually cool, seafood is fresh, cheap and delicious.

- In Vung Tau city, I can cycle along the beach, do sightseeing, climb mountains, take beautiful photos, swim in the sea and play on the beach, enjoy special food and seafood, buy souvenirs.

- It’s really great to be in Vung Tau city. It’s a liveable place.

* While-Speaking(7’) Task 5 * Aims: To help student use what they have learnt so far to talk about a city. * Content: Share the information with the whole class. * Products: Students present in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content

- Teacher invites some students to share their preparation and makes sure they speak in full sentences.

- Students share their ideas with the whole class.

Task 5: Share the information with the whole class.

We’re going to tell you about Vung Tau city. It has many beautiful beaches, the weather is usually cool, seafood is fresh, cheap and delicious. In Vung Tau city, I can cycle along the beach, do sightseeing, climb mountains, take beautiful photos, swim in the sea and play on the beach, enjoy special food and seafood, buy souvenirs. It’s really great to be in Vung Tau city. For me, it’s a liveable place.

* Post - Speaking(3’) * Aims: To help students improve next time.

Teacher’s and Ss’activities Content - Teacher allows students to give Students’ presentation comments for their friends and vote for the most interesting and informative presentation.

- Teacher gives feedback and comments. * Consolidation * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarize what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in front of the class. * Organization of implementation: - Teacher asks students to talk about what - some vocab - the content of a postcard. they have learnt in the lesson.

- Talk about a city you like * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new - learn by heart vocab. lesson - Prepare for the next lesson: Unit 9-Skills 2. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 9, Skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm –up (6’) * Aim: To introduce the topic of the listening tasks and To lead in the listening task. * Content: Relay-race to capital cities of ASEAN countries. * Products: Write the correct names of the capital cities of ASEAN countries * Organization of implementation: Teacher’s and Ss’activities Content + T - Ss, Ss – Ss * Game: Relay-race to capital cities of ASEAN countries.

- Teacher sticks the map of ASEAN countries on the board.

- Teacher divides the class into 2 teams.

Each team will have to take turns to run in a relay-race to write the correct names of the capital cities of ASEAN countries.

- Each team will write on the board with different colour of chalk so that the teacher can count the correct answers easily.

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 9: CITIES OF THE WORLD Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - listen for specific information about a description of a city; - write a holiday postcard.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: Revise some wordrs * Grammar: Possessive adjectives; Possessive pronouns 2. Competences: listen for specific information about a description of a city; write a holiday postcard.

-T gives feedback and gives marks.

-Lead in: Teacher draws students’ attention to the capital city of Thailand.

* Suggested answers: 1. Ha Noi of Viet Nam 2. Phnom Penh of Cambodia 3. Jakarta of Indonesia 4. Manila of Philippines 5. Naypyitaw of Myanmar 6. Kuala Lumpur of Malaysia 7. Singapore of Singapore 8. Vientiane of Laos 9. Bangkok or Krung Thep of Thailand 10. Banda Seri Begawan of Brunei Darussalam  “Today we are going to listen to interesting facts and figures about one of the capital cities of ASEAN countries. It’s Bangkok.”

* Pre-Listening (3’) Task 1: * Aim: To help students brainstorm about Bangkok. * Content: Discuss and answer the questions about Bangkok.

* Products: Students’ correct answers. * Organization of implementation: Teacher’s and Ss’activities + T - Ss, Ss – Ss - Teacher tells students that they will listen to a talk about Bangkok, the capital of Thailand.

- Teacher asks students to work in groups of four to answer the 2 questions and discuss with them to see what they know about Bangkok or Thailand.

Content Task 1: Work in groups. Discuss and answer the questions.

1. Where is Bangkok?

2. What is Bangkok famous for?

- Teacher allows students to talk in Vietnamese (sometimes) if they do not have enough vocabulary in English.

- Teacher asks students to look at the photos and say what they see, and if it’s similar to Viet Nam. - T gives feedback and gives marks.

- T gives suggested answers. * Suggested answers: 1. Bangkok is in Thailand.

– It is the capital and the biggest city.

– It has the population of about 8 million.

2. It’s famous for pagodas, temples, open/night/ floating markets and shopping centres, silk, street food, friendly people, and entertainments.

Task 2 * Aims: To help students develop listening skill for specific information (T/F). * Content: Listen and tick True or False. * Products: Students read aloud their answers and correct the false one(s). * Organization of implementation:

4. You can find food stalls allaround Bangkok.

* Listen and decide True or False: . * Answer key: 1. F (markets and street food) 2. F (cheap) 3. F (on the river) 4. T

Task 3: * Aims: To help students develop listening skill for specific information (gap-filling). * Content: Listen again and fill in each gap with one word/ number * Products: Work in pair and write the correct answers key on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 3: Listen again and fill in each gap with - Teacher asks students to read the one word/ number. questions carefully and determine what * Answer key: information they need to fill the gaps 1. 15,000 (numbers, words).

2. 5 - Teacher plays the recording for students 3. life to fill the gaps.

4. delicious - Teacher asks them to swap their answers * Audio script: Bangkok is famous for its markets and street food. Visit the in pairs before checking their answers as a Chatuchak, the largest weekend market in the world. There class. are over 15,000 stalls selling nearly everything, at cheap - T can have SS see the Audio Script. prices. It’s only five minutes’ walk from the station. When you visit this market, you can see part of Thai people’s life.

Another interesting type of market is the floating market on the river. Don’t forget to try street food in Bangkok.

It’s easy to find food stalls all around Bangkok, serving different Thai dishes. They are really delicious.

* While -listening ( 10’)

Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Listen and tick True or False. * True – False prediction: - Teacher asks students to go through the statements (1 – 4) to make sure that they understand them and know what 1. Bangkok is famous forpalaces. information they have to catch for the 2. Things at Chatuchak market are answers. expensive.

- Students underline the key word(s) in each statement and guess whether they are 3. The floating market is onthe sea.

True or False individually.

- Teacher plays the recording.

- Teacher asks students to listen and tick the answers.

- Teacher asks students to compare their answers with the prediction made previously.

- Teacher calls on some students to read aloud their answers and correct the false one(s).

- Teacher checks students answers as a class

T F

* Post-Listening(3’) * Aims: To develop students’ speaking skill, using the available information and their background knowledge. * Content: Summarize the information and talk about Bangkok * Products: Ss summarize the main information of the listening part briefly. * Organization of implementation: Teacher’s and Ss’activities Content * Summarize the information and talk about - T – Ss ; Ss- Ss Bangkok: - Students work in groups of four.

- Teacher asks students to summarize the information in the 2 listening tasks and markets street food talk about it.

BANGKOK - Students can add more information based ……………. on their background knowledge.

Teacher goes round and help if needed.

* Pre-Writing (5’) * Aims:To help students talk about a holiday city and collect information for their later writing. * Content: Talk about a city in our country, using the questions below as a guide. * Products: Students discuss in groups and short notes of the answers. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss * Task 4: Work in groups. Talk about a city in our country, using the questions below as a - Teacher models the task by showing the guide. picture of Hanoi, ask a student questions Example: about it.

- Teacher asks students to work in groups.

Choose a city they know and discuss as guided by the questions.

- Teacher asks students to take short notes of the answers for later use.

- Teacher goes round and help if needed.

Teacher: What city is it?

Student: It’s Ha Noi, the capital of Viet Nam. Teacher: What is it like? Can you tell me more about its weather, people and food?

Student: There are 4 seasons in Ha Noi. It’s warm in spring and hot in summer. It’s not so cold in winter.

Autumn is the best time of a year when it’s always cool.

The people in Ha Noi are very friendly. They also helpful and hospitable. Ha Noi is famous for many delicious dishes, especially Phở or beef noodles soup.

Teacher: What can you see and do in Ha Noi? Student: I can see many interesting places such as Old Quarter, One Pillar Pagoda, the Temple of Literature and Imperial Academy, etc. I can go to the night market or the walking street at weekends.

* While-Writing(5’) * Aim: To teach students how to write a holiday postcard. * Content: Write a postcard about 50 words about your holiday in a city. * Products: Students’ writing and cross check. (individual work) * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Write a postcard about 50 words about your holiday in a city. Use the - Teacher shows the postcard in Task 2 – information in Task 4.

Skills 1 to help students identify the main parts of a postcard for students.

- Teacher asks students to use their ideas in What is it like? (the Task 4 to write a postcard to their family. weather, - Teacher asks students to refer to Reading the people, 2 if needed. the food) - If there is time, teacher pairs students and asks them to write postcards to each other.

- Teacher has them swap and give feedback on each other’s writing once they have finished.

- Teacher explains to students that the space for writing on postcards is not big so people often write short sentences

What can you see and do there?

which contain the most important information. * Post-Writing (2’) * Aim: To peer check, cross check and final check students’ writing * Content:. Cross check students’ writing * Products: Students’ writing on the posters. * Organization of implementation: Teacher’s and Ss’ activities - T-Ss, Ss-Ss - Teacher asks students to exchange their textbooks to check their friends’ writing.

Teacher then gives feedback as a class discussion.

Content * Cross check students’ writing

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says what she/ he has learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen for specific information about Bangkok city; - Write a holiday postcard.

* Homework (1’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation - Teacher asks students to rewrite their writing in their books.

- Teacher asks students to prepare the new lesson.

- Rewrite the writing in the notebook.

- Prepare “ Looking back and project”

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week :

UNIT 9: CITIES OF THE WORLD

Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 9; - apply what they have learnt (vocabulary and grammar) into practice through a project.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words of unit 9 * Grammar: Revise Possessive adjectives; Possessive pronouns;revise the adjectives describing cities and landmarks.

2. Competences: Apply what they have learnt (vocabulary and grammar) into practice through a project; comparing features of cities around the world.

3. Quality/behavior: To teach SS to love countries and peace; Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 9 - Looking back and project) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit and lead in

the next part of the lesson. * Content: Game Brainstorming( some adj about city, weather, people, food ) * Products: Write correct words on the board(posters). * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Brainstorming: - T – Ss; Ss- Ss - Teacher sticks 5 icons on the board, and divides the class into 5 big groups.

city

- Each group will be assigned a name of the following categories: city, weather, people, food.

- Teacher asks students to brainstorm all adjectives related to city, weather, people, food.

- The group having the most suitable answers is the winner.

food

weather

people

building

- T gives feedback and gives marks. * Suggested answers: - City: peaceful, lively, busy, industrial, cosmopolitan, green, historic, modern, etc.

- Weather: rainy, wet, humid, dry, arid, frigid, foggy, windy, stormy, breezy, windless, calm, etc.

- People: reliable, passionate, generous, kind, ambitious, etc. T leads in the next part of the lesson.

Food: delicious, salty, bitter, creamy, awful, etc.

LOOKING BACK (25’) * VOCABULARY Task 1 * Aim:To help students revise the adjectives describing cities and landmarks. * Content: Choose the best options to complete the sentences. * Products: Students say the correct key aloud ( individual work). * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Choose the best two options to - Teacher encourages students to complete complete the sentences. * Answer key: the task individually.

1. A, B - Student exchange their textbook to 2. A, C discuss the reasons why they are 3. A, C choosing the appropriate adjectives.

4. A, B - Teacher gives feedback as a class 5. B, C Suggested answers: discussion 1. peaceful, lively, busy, industrial, cosmopolitan, green, historic, modern, etc.

- Teacher encourages students to provide 2. rainy, wet, humid, dry, arid, frigid, foggy, more adjective for each questions in the windy, stormy, breezy, windless, calm, etc.

Warm-up part and according to their 3. reliable, passionate, generous, kind, ambitious, background knowledge. etc.

4. tall, high, modern, etc.

5. delicious, salty, bitter, creamy, awful, etc.

* Task 2:

* Aims: To help students revise the nouns showing landmarks in a city. * Content: Write the words in the box under the pictures. * Products: Students write the words under the correct pictures. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss – Ss Task 2: Write the words in the box under the pictures.

- Teacher asks students to read the words in

the box first and make sure they remember * Answer key: their meanings.

1. towers 2. river bank - Teacher then allows students some time to 3. beach write the words under the correct pictures.

4. night market - Teacher encourages students to complete 5. palace the task individually.

- Student exchange their textbook to discuss 6. postcard the reasons about their choices.

Teacher gives feedback as a class discussion. * GRAMMAR Task 3. * Aims: To help students revise the possessive pronouns in context. * Content: Complete the sentences with the correct possessive pronouns in the box. * Products: Students’ correct answers on the board. (individual work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Complete the sentences with the correct possessive pronouns in the box.

- Teacher has students complete the task individually.

- Student exchange their textbook to discuss * Answer key: 1. yours the reasons about their choices.

2. theirs - Students should record their original answers to guide their self-assessment later. 3. mine 4. Ours - Teacher gives feedback as a class 5. hers discussion.

Task 4 * Aims: To help students revise the possessive adjectives and possessive pronouns in context. * Content: Read the sentences and correct the underlined words. * Products: Students correct the underlined words exactly. * Organization of implementation: Teacher’s and Ss’activities - Students work in pairs.

- Teacher ask students to read the sentences carefully and correct the underlined words.

- Students complete the task and discuss about the answers.

Teacher gives feedback as a class discussion

Content Task 4: Read the sentences and correct the underlined words. * Answer key: 1. its 2. our 3. their 4. its 5. ours

* PROJECT (15’) * Aim: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: Make a project : * World Travel Market (WTM 2022) * Products: * Organization of implementation: Teacher’s and Ss’activities - T - Ss; Ss - Ss - Teacher sets the context of a World Travel Market (WTM 21) that will be occurred right now in the classroom.

- Teacher divides students into 4 big groups.

Each group will act as a travel agency.

- Teacher asks “the travel agencies” to discuss and choose a city they would like to attract visitors to come.

- Teacher asks them to look for necessary information for the visit, basically by discussing the suggested questions.

- Students summarise the information and design A0 size posters about the cities they would like to promote.

- Teacher asks the class to listen to the reports and ask questions if they would like to.

- Students will critically evaluate all the posters, then give 1 vote for the most attractive poster/city.

Teacher gives comments and feedback to all 4 posters and awards special prize the group which has the most votes.

- The teacher can let students continue doing the project at home.

Content * World Travel Market (WTM 2022)

My journey around the world!

- Choose one city in the world you would like to visit.

- Find necessary information for your visit.

1. What city is it?

2. Where is it?

3. How can you go there?

4. What’s the weather like there?

5. What would you like to see and to do there?

Ex: 1. It is Seoul.

2. It’s in Korea.

3. I can go there from Viet Nam by plane.

4. The weather is very different among for seasons.

The most pleasant seasons for most people in the city are spring and autumn, 5.-I’d to discover Lotte World, buy cosmetics at Myeongdong, explore Bukchon Hanok Village, catch the guard changing ceremony at Gyeongbokgung Palace, ride the world’s steepest wooden roller coaster at Everland,…

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation:

- Teacher asks students to talk about what they have learnt in the lesson.

- revise vocabulary and grammar in unit 3 - make Project: * World Travel Market

(WTM 2022) * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 9 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook.

- Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Review 3.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Week : Period:

Date: REVIEW 3 Lesson 1: Language

I. OBJECTIVES: By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Review vocabulary , Pronunciation in Units 7 – 9 ( /θ/ &/ð/; /e/ & /æ/ ;/əʊ/ &/aʊ/) * Grammar: Grammar in Units 7,8,9 (wh-questions, conjunctions, possessive adjectives, possessive pronouns, the past simple and imperatives) 2. Competences: Ss can join teamwork or social activities; Talking about activities in 3 Topics ( Televison; Sports and games; Cities of the word) 3. Quality/behavior: Educate Ss learn how to relax, love sport, love good tradition values; Know the importance of revision and need to study harder ; To teach Ss some life skills.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning – Review 3 ( language) - Smart TV/Pictures, sets of word cards, - sachmem.vn, printed chart,….

2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To revise the language that students have learnt in Units7- 9 * Content: Memory game: finish chart which summarizes the language that students have learnt in Units 7, 8, 9 * Products: Students’ correct answer key on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Game: Memory game * Warm up (Team work) - T –Ss, Ss- Ss - Teacher divides the class into 4 big groups.

- Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 7, 8, 9 and asks them to complete the chart.

- Guide students to look for clues for their answers.

- Swap their answers with their partners.

- Check students’ answers as a class.

- The group which finishes correctly and more quickly is the winner.

3. A 4. A 5. C

- T gives feedback and gives marks.

* Suggested answe 1. /ð 2. /e/ 3. /əʊ/ 4. programmes 5. Adjectives 6. sports and games 7. Things/ equipment 8. Adjectives 9. WH 10. Conjunctions 11. past simple 12. imperative 13. possessive adjectives 14. A possessive pronoun

* Practice (35’) PRONUNCIATION Task 1 * Aim: To help students review the pronunciation of the sounds learnt in Units 7,8,9. * Content: Circle the word with the different underlined sound. * Products: Students say aloud the correct answer key. * Organization of implementation: Teacher’s and Ss’activities - T –Ss - Students do this exercise individually then share their answers with their partners.

- Teacher gives feedback and confirms the answers.

Content Task 1: Circle the word with the different underlined sound. Listen and check. * Answer key: 1. C 2. A 3. A 4. C 5. B

VOCABULARY Task 2: * Aims: To test students’ ability to choose the correct word to be used in a certain context. * Content: Choose A, B, or C to fill the gaps in the passage. * Products: Students say aloud correct words . * Organization of implementation: Teacher’s and Ss’activities - T –Ss ; Ss – Ss - Allow students to do this task separately.

- Ask students to read the passage carefully and pause at each blank to decide which word is the best answer.

Content Task 2: Choose A, B, or C to fill the gaps in the passage. * Answer key: 1. A 2. C

Task 3. * Aims: To help students review the words/phrases learnt. * Content: Complete the sentences with the words/phrase in the box. * Products: The correct words on the board (individual work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Complete the sentences with the words/phrase in the box.

- Ask students to read each sentence * Answer key: carefully and choose the correct word/ 1. landmark phrase.

2. football - T has SS complete sentences by playing 3. television game: Lucky number.

4. city 5. Summer sports * GRAMMAR Task 4. * Aims: To help students review grammar elements taught in the three units: wh-questions, conjunctions, possessive adjectives, possessive pronouns, the past simple and imperatives. * Content: Complete the sentences with the correct answer A, B, or C. * Products: Say the correct answer aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Complete the sentences with the correct answer A, B, or C. - Teacher has students do the exercise * Answer key: individually.

1. B - Teacher allows students to exchange their 2. C answers and discuss if there is any 3. A difference in their answers then checks students’ answers as a class, and explains if 4. A 5. C needed.

Task 5 * Aims: To help students revise the use of question words. * Content: Correct the underlined question word(s) if needed. * Products: Students’ correct choice. * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss – Ss - Teacher may revise by writing a long sentence on the board.

E.g. Yesterday, I went to the cinema and

Content Task 5 : Correct the underlined question word(s) if needed.

E.g. Yesterday, I went to the cinema and

watched The Dolphins with my cousins.

- Then underline some words and ask students what question word they use for each underlined information.

watched The Dolphins with my cousins ………… did you go to the cinema and watch the Dolphins with your cousins? + Where

* Answer key: 1. What 2. Correct 3. Why 4. How 5. Where * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: - Ask students to open their books on page 36 and do the task individually.

- Check their answers as a class. For the wrong one(s), explain why it is/they are incorrect

Teacher’s and Ss’activities Content - vocabulary and grammar in the lesson - Teacher asks students to talk about what they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in the lesson and To prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to revise old lesson and to do exercise in workbook.

- T asks Ss to prepare for the next lesson

Content - Do exercise in workbook.

- Prepare for the next lesson: Review (SKILLS).

* Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Week : Period:

REVIEW 3 (UNITS 7 + 8+9) Lesson 2: Skills

I. OBJECTIVES: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised from Unit 7 to Unit 9. + Practice doing some exercises in Skills.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Review vocabulary , Pronunciation in Units 7-9 * Grammar: Grammar in Units 7,8,9 (wh-questions, conjunctions, possessive adjectives, possessive pronouns, the past simple and imperatives) 2. Competences: Doing exercises on pronounciation, vocabulary, grammar and everyday English.

3. Quality/behavior: Educate Ss learn how to relax, love sport, love good tradition values; Know the importance of revision and need to study harder ; To teach Ss some life skills.

III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Review - skills) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To increase students’ interest and lead them into the lesson.

* Content: Chatting “ Some questions” * Products: Students’ correct answers * Organization of implementation: Teacher’s and Ss’activities * Warm up (Team work) - T -Ss - Teacher asks students some questions to lead them into the lesson: - Teacher leads in the reading part of the lesson. “ Now we are going to watch a video clip about a strange sports”

information for their answers.

- Check students’ answers as a class.

Content * Chatting: 1. Do you like playing sports?

2. Have you ever played a strange sports?

3.What’s the name of this sport?

* Practice (35’) I. READING Task 1 * Aim: To help students practise reading for specific information. * Content: Read the two descriptions of strange sports and choose titles for them. * Products: The correct answers from Ss. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Read the two descriptions of strange - Ask students to look at the photos and the sports and choose titles for them. names of the sports and ask if they know * Answer key: anything about these sports.

1. B - If they don’t, ask if they can make a 2. A guess.

- Have students read the passages individually and do the matching.

- Ask them to underline 2 – 3 key words for their quick answers.

- Check students’ answers as a class Task 2: * Aims: To help students practise reading for specific information. * Content: Read the text and answer the questions. * Products: The correct answers from Ss. ( individual work) * Organization of implementation: Teacher’s and Ss’activities - T –Ss ; Ss – Ss - Ask students to read the questions and the passages again carefully for details for their answers.

- Ask students to swap their answers with their partners and show where they find the

Content Task 2: Use the information from the passages above to tick () the correct box. * Answer key.

II. SPEAKING Task 3 * Aims: To help students practise asking about their likes for cities, sports, and TV programmes. * Content: Interview your classmates about their likes. Report their answers. * Products: Students ask and answer in groups; then report their answers clearly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Interview your classmates about their likes.

Questions Minh Vy - Ask students to take turns to ask the questions and take notes of their partners’ 1. What city would you like to Paris Tokyo answers. visit?

- Encourage them to add more questions with 2. What sports do you like Football Badminton Why, Where, With whom, etc. playing?

- Go round and offer help if needed.

3. What TV programme do you like watching?

Discovery

Game show

4. Why ……./ With whom…..

- Call some groups to report the results to the class.

- T gives feedback and gives marks.

Today, I interviewed Minh and Vy with three questions. Minh would like to visit Paris and Vy would like to visit Tokyo. About sports, Minh likes playing football, and Vy likes playing badminton.

For the questions of favourite TV programmes, Minh likes watching Discovery, but Vy likes game shows.

III. LISTENING Task 4. * Aims: To help students review listening for specific information. * Content: Listen and fill each blank with one word. * Products: Students’ correct answers . * Organization of implementation: Teacher’s and Ss’activities Task 4: T - Ss, Ss – Ss

Content Task 4: Listen to a talk about Singapore and

- Ask students to look at the pictures and read the phrases underneath.

- Ask them if they know what they are.

- Make sure they pronounce the phrases correctly (which helps make the listening easier).

- Now ask students to read the questions and determine what information is needed for the answers.

- Play the recording as many times as needed. Allow students some time to write the answers.

- Check students’ answers as a class.

- Play the recording again and pause when the answers appear if needed.

fill the missing information. * Answer key: 1. visitors 2. slowly 3. 35 4. 30 5. little * Audio script: Singapore is a small island city-state. It attracts millions of visitors every year. A good way to see the city is by taking a hop-on hop-off bus. The bus goes slowly around the city. It stops at different attractions like Chinatown and Merlion Park. You can get off the bus anywhere, and then get on the next bus. The tour costs 35 dollars, and there is a bus every 30 minutes. This kind of sightseeing is good for people with little time in the city.

IV. WRITING Task 5 * Aims: To help students write a paragraph describing a visit to a touristy city, based on the information provided. * Content: Look at the information on Mark’s visit to India last summer. Write a paragraph of about 50 words about his visit. * Products: Students’ perfect writing. * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss – Ss - Ask students to read the information in the table carefully.

- Ask them what tense to be used for their writing.

- Have students write. Go round and offer help if needed. Students might want to change some details from the table or the order that the information appears.

- Encourage them to do so.

- Call on one or two volunteers to read aloud their answers.

- Call for other students’ comments.

- Collect some writings to correct at home

Content Task 5: Look at the information on Mark’s visit to India last summer. Write a paragraph of about 50 words about his visit.

Country

India

Time

7 days

City

Delhi

Activities - watch a snake performance - visit temples - eat street food People

friendly

Weather

hot

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - 4 skills - Teacher asks students to talk about what they have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in the lesson and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities Content - Revise the old lesson.

- Teacher asks students to revise old lesson - Do exercise in workbook. and to do exercise in workbook.

- Prepare for the next lesson: Unit 10 – Lesson1 - Teacher asks students to complete their writings and prepare the new lesson. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Week: Period:

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 10: HOUSES IN THE FUTURE Lesson 1: : Getting started

I. OBJECTIVES: By the end of the lesson, students will be able to use lexical items about types of houses, Talking about different houses in the future II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Types of houses and appliances in the house (UFO (n); Solar energy (n); Smart TV (n) ,.. * Grammar: Future simple; Might for future possibility 2. Competences: Talk about houses in the future ( types, locations , surroundings, appliances); Ss can join teamwork, SS can have life skills , Ss know how to learn English right.

3. Quality/ behavior: To teach SS to love their home ,To teach SS to be hard- working III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 10, Getting started) - Smart TV/Pictures, sets of word cards - sachmem.vn

2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES)

* Practice: (20’)

* Warm-up * Aim: To create an active atmosphere in the class before the lesson and To lead in the topic. * Content: Game: Brainstorming (about the houses and appliances they want in the future) * Products: Ss write words about the houses and appliances they want in the future on the posters. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: T – SS * Warm up: Game: Brainstorming -Write the title of the unit Our houses in the Villa Smart TV future on the board.

- Have Ss say something about the houses they are living in and the furniture or appliances they types of houses have got. and appliances - Tell them to think about the houses and in house appliances they want in the future. * Divide the class into 2 teams A and B Teacher lets students pass the chalk within the team and write things in 2 minutes.

- before we start the lesson, let’s get some vocabulary first. * Presentation (5’) (Vocabulary) * Aim: To introduce new vocabulary * Content: Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities - T - Ss. * Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab.

- Repeat in chorus and individually

Content

* Vocabulary - UFO (n): ( unidentified Flying object): vât. thể bay, đĩa bay.

- Solar energy (n): năng lượng mặt trời.

- appliance [ə'plaiəns] (n): thiết bị, dụng cụ.

- Smart TV (n): Tivi thông minh

- Copy all the words *Checking vocab: < Rub out and remmember> * Checking vocab: < Rub out and remmember>

Task 1 * Aims: To set the context for the introductory text; To introduce the topic of the unit. * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation.

Students know how to role play. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read - Set the context for the listening and reading.

- T has Ss look at the picture and answer some - Who are they? questions.

- What is Phong doing?

- What are they talking about? * Suggested answers: 1. They are Phong and Nick.

2. He is painting/ drawing…

-Teacher plays the recording twice.

They are talking about…

- Students listen and read.

- Teacher checks students’ prediction. * Role play.

- Teacher calls 2 students to read the conversation aloud.

- Draw Ss' attention to the uses of will (for future) and might (for future possibility) by underlining the sentences with will and might.

- Go around and offer helpif necessary.

Task 2 * Aims: To help Ss understand the conversation. * Content: : Read the conversation again. Find and write down the words or phrases that show: * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Task 2: T-Ss, Ss-Ss - Write on the board Type of house, Location and Appliances in the house. Explain the meaning of the words: type, location and appliances.

- Have Ss repeat the words several times.

- Ss work in groups, Ss read the conversation again and find the words or phrases to show type of the house, the location of the house and its appliances.

Content Task 2: Read the conversation again. Find and write down the words or phrases that show: * Answer key: - Type of house: UFO house - Location: mountains - Appliances in the house: twenty rooms, solar energy, somes smart TVs and 10 robots.

- T has some Ss say the words and phrases in front of the class. ( write words on the board) Task 3 * Aims: To help Ss read for specific inform ation about the house and appliancesin the house. * Content: Read the conversation again and tick T/F * Products: Students give their corect answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Read the conversation again and tick - Give time for students to read the T/F conversation independently again and tick ( ) * Answer key: true or false next to the statements.

1. T - Ask them to share their answers in pairs before discussing in groups. Encourage them to 2. T 3. T correct the false statements.

4. F - Select one student to give his or her answers in front of the class. Praise them when they give the correct answers.

Task 4 * Aims: To help Ss make phrases about places. * Content: Order the words to make a phrase about a place.( Play game: LN) * Products: Students discuss in groups and order to make a phrase about a place correctly. * Organization of implementation: Teacher’s and Ss’activities Task 4:T-Ss, Ss-Ss - Explain that students have to order the words to make phrases about places. Remind them that each group has one extra word. Get them to look at the example to identify how to do the activity.

- Have students do exercise by playing lucky number.

Content Task 4: Order the words to make a phrase about a place. Each group has one extra word.

Example: ocean / in / on / the => in the ocean * Answer key: 1. in the sea 2. in the city 3. in the town 4. in the mountains 5. in the countryside 6. on the Moon 7. in the sky

* Production Task 5: * Aims: To test students' memory of the vocabulary, to help Ss listen and guess the locations of houses in the future from the description. * Content: describe what you can see outside the window of your future house. The others tries to

guess where your house is * Products: Some groups to perform the task in front of the class confidently. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, Ss-Ss Task 5: In groups, describe to your classmates - Ss work in groups. One group member what you can see outside the window of your future house. Your group tries to guess where describes to his/ her group what he/ she can see outside the window of his/ her fut ure your house is house. The other group members try to guess EX: where his/ her house is.

- Before doing the task, ask one pair of Ss to A: Outside my window I can see thebeach and read aloud the exchange in the example as a model. the water. Where's my house?

- Give Ss time to do the task in groups. Then B: It's in the sea.

A: Correct! call on some groups to perform the task in front of the class.

- Ask the class to listen and comment.

-The group with the most points is the winner. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarise briefly the main content in the lesson. * Products: Say aloud what they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - some new words have learnt in the lesson.

- Read and understand content of the conversation - Ss work indepently * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson.

- Read the dialogue again.

- Prepare lesson 2 ( A closer look 1). * Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: electric cooker (n); dish washer (n); washing machine (n); wireless (adj) * Grammar: Future simple; Might for future possibility.

2. Competences: Talk about houses in the future ; Co-operation, self- study, using language to do exercises.

3. Quality/behavior: To teach Ss to love their home ,To teach SS to be hard- working III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 10, A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: * Content: Game: Pass the secret * Products: Students write words on the board. (Team work) * Organization of implementation: Teacher’s and Ss’activities Content Game: Pass the secret - Give Ss a few minutes to play Pass the secret 1. My future house in the sea. to revise phrases relating to locations of houses, e.g. in the sea,in the city,in the mountains, in the - Ss play in groups. countryside.

* Presentation (7’) (Vocab- pre-teach) * Aim: To introduce the new words.

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week: Period :

UNIT 10: HOUSES IN THE FUTURE Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use vocabularies and structures about household appliances; - pronounce the two-syllable words correctly.

* Content: Some vocab related to the lesson. * Products: read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Vocabulary * Pre teach vocabulary - electric cooker (n): nồi cơm điện - dish washer (n): Máy rữa chén - Teacher use different techniques to teach - washing machine (n): máy giặt vocab (pictures, situation, …..) wireless TV (phrn): TV không dây - Repeat in chorus and individually - Copy all the words * Checking vocab: < Rub out and remmember>

* Checking vocab: < Rub out and remmember>

* Practice (10’)

Task 1: * Aims: Tohelp Ss say the words / phrases correctly and put them in the appropriate columns. * Content: Listen and repeat the words/phrases in the box. Put the words in the right column. * Products: Ss put the words/ phrases in the appropriate columns. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Listen and repeat the words/phrases in the box. Put the words in the right column.

- Have Ss look at the words and phrases in the box.Check that Ss understand the meanings of all words/ phrases - Play the recording and have Ss listen to the words and phrases.

- Play the recording again with pauses for them to listen and repeat each word or phrase.

- Then ask some Ss to read the words and phrases in front of the class.

- Have Ss work in pairs to put the words/ phrases in the appropriate columns.

- Ask them to share their answers in pairs before discussing them in groups.

Task2: * Aims: Tohelp Ss make phrases about how appliances can help us. * Content: Match and make phrases about what appliances can help us to do. * Products: Students say the correct answers or write their sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Match and make phrases about what appliances can help us to do.

- Tell students to look at the two columns and explain what they can see (e.g. They A B can see words and phrases relating to 1. electric cooker appliances in the first column, and words 2. dishwasher a. receive and send emails and phrases relating to what each of the 3. fridge b. keep food fresh appliances can help us to do in the second 4. washing machine c. cook rice column).

5. computer d. wash and dry dishes - Have students do the task individually, by e. wash and dry clothes matching the appliances in A with what * Answer key: they can help us to do in B. - Ask them to share their answers in pairs 1. c before checking the answers as a class.

2. d Then encourage them to make sentences 3. b with matched phrases, e.g. An electric 4. e cooker can help us to cook rice.

- Call some students to write their sentences 5. a on the board. Correct if necessary.

Task 3: (5’) * Aims: Ask and answer questions about what appliances can help us to do. * Content: Ask and answer questions about what appliances can help us to do. * Products: Ask and answer questions in front of the class. ( group work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Pair work: Ask and answer questions - Ask students to read the example first. about what appliances can help us to do.

Ensure that they know what to do.

- Have Ss do the task by playing game: The * Suggested answer: big wheel.

What can an electric cooker help us to do?

It can help us (to) cook rice and vegetables.

- Teacher divides the class into 2 teams. …

- Each team spin the wheel and chooses the number they like, then ask and answer the question correctly.

- The team which has more points will be the winner. * PRONUNCIATION (10’) Task 4 Stress in two-syllable words (words only). * Aims: To help Ss pronounce two-syllable words which have the first syllable stressed. * Content: Ss understand and know how to pronounce two-syllable words. * Products: Listen and repeat the words exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss PRONUNCIATION - T explains that most * Stress in two-syllable words two-syllable nouns and adjectives have stress on the first syllable . + Most two-syllable nouns and adjectives have stress on the first syllable (Hầu hết các danh từ và tính từ - Give students a few minutes to look at the có hai âm tiết đều có trọng âm ở âm tiết đầu tiên) words. Explain that these words are all two-syllable nouns. The first syllable of Eg. housework, father, brother, pretty, famous, etc. these words is stressed which means it should be pronounced with a louder voice.

Draw their attention to the stress mark on Task 4: Listen and repeat the words the first syllable. * Audio script: - Play the recording several times, if 'picture 'robot 'b ed roo 'kitchen necessary, for students to listen and repeat 'housework 'palace 'village 'mountains the words.

- Have students practise saying the words in pairs or groups. Go around to offer help or correct pronunciation, if necessary.

- Call some students to say the words in front of the class. Check their pronunciation if necessary.

Task 5 * Aims: To help Ss say the sentences with the two-syllable words in which the first one is stressed. * Content: Listen and repeat the sentences.Pay attention to the stress of the underlined words * Products: Some Ss to read aloud the sentencesin front of the class * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss- Ss Task 5: Listen and repeat the sentences.Pay - Give Ss a few minutesto read the attention to the stress of the underlined words underlined two-syllable words in the sent 1. The picture is on the wall of thebedroom. ences. Encourage some Ss to read aloud the words in front of the class and ask the 2. The robot helps me to do thehousework. others to give comments.

3. There's a very big kitchen in thepalace.

- Play the recording , sentence by sentence, 4. Their village is in the mountains for Ss to listen and repeat. Draw their attention to the stress in the first syllable of the underlined words.

- Have Ss practice saying the sentences in pairs or groups.Go around to offer help orcorrect pronunciation, if necessary.

- Call on some Ss to read aloud the sentences in front of the class. Check their pronunciation if necessary.

If there is time, have Ss make more sentences with two-syllable nouns they know.Then ask them to say their sentences in front of the class.

Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson

Content - Vocabulary and how to pronounce the twosyllable words .

* Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words.

- Prepare lesson 3 ( A closer look 2)..

*- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

* Production (5) * Aims: To test students' memory of the vocabulary. * Content: Game: “Up and down” * Products: Ss play in groups confidently. * Organization of implementation: Teacher’s and Ss’ activities Content T- Ss; Ss -Ss Game: “Up and down” * Teacher explains the rules: Eg: cushion (stand up) + Teacher says table ( stand up) famous ( sit down) 1-10 words related the topic of the lesson. modern( sit down ) Students stand up for words that are adjectives, and sit down for words that are nouns. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the two-syllable words correctly. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Week:

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 10: HOUSES IN THE FUTURE

Period :

Lesson 3: A closer look 2

I. OBJECTIVES: By the end of the lesson, students will be able to use future simple and might for future possibility.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: Some vocabularies related to the topic. * Grammar: * Future Simple tense / Might for future possibility 2. Competences: Know how to use the future simple tense and use “ might” for future possibility; using the grammar to talk about houses in the future.

3. Quality/behavior: To teach Ss to love their home. Ss participate actively in the lesson; Ss know how to help others in the class.

III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Unit 10- A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES)

* Products: understand and know how to use the future simple tense. * Organization of implementation: Teacher’s and Ss’activities Content * Pre – grammar. * Grammar 1: The future simple tense - T – Ss + Model sentences: She will learn English next year - Teacher explains how the future simple

tense is used (We use the future simple tense to talk about an action that happens in the future) and how it is formed (positive, negative, questions and short answers).

- Let students read the examples in the yellow box. Draw their attention to the short form ‘ll and won‘t.

* We use the future simple tense to talk about an action that happens in the future + Form: ( +) S + will + V ( nguyên mẫu) ( -) S + will + not + V ( nguyên mẫu) (won’t) (?) Will + S + V (nguyên mẫu) ?

- Yes, S + will.

- No, S + won’t.

2. Practice (20’)

* Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of future simple and to increase students’ interest. * Content: Game: Sentence puzzling. * Products: Ss have to work in groups to create as many correct sentences from the word cards. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Sentence puzzling.

- T – Ss, Ss - Ss * Suggested answers: - Teacher divides the class into 4 groups.

1. She will learn English next year - Teacher delivers a set of word cards which is a jumble sentences in the future simple tense to 2. His father will work overnight. each group.

- Students will have to work in groups to create 3. Phong and Nick will come. as many correct sentences from the word cards as possible.

4. Sam won’t finish his homework - The group with more correct sentences will be the winner.

Task 1+ Task 2 * Aims: To help Ss use will ('ll) or won't to complete the sentences. * Content: Fill the blanks with will ('ll) or won't. * Products: Students say aloud their answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss + Task 1: Fill the blanks with will ('ll) or won't to make the sentences true for you.

- Teacher has students complete Ex. 1 + 2 Example: (p. 41).

I think I'll listen to music in the afternoon.

- Teacher then asks students to exchange * Answer key: their textbooks to check their friends’ Students’ own answers. answers. + Task 2: Complete the conversation with will ('ll) or won't.

- Then call on some Ss to say out their * Answer key: answers in front of the class. Check their 1. will (’ll) answers.T explains if necessary.

2. will 3. will (’ll) 4. won’t 5. will (’ll)

Lead in Teacher says: “This lesson today we are going to use use future simple ” 1. Presentation (5’) * Aim: To introduce targeted grammar of the future simple tense. * Content: How to use the future simple tense.

Task 3: * Aims: To give students opportunities to use the future simple tense correctly in context. * Content: Make sentences from the given words and pictures * Products: Students’ write complete sentences on the board. * Organization of implementation:

Teacher’s and Ss’activities Task 3: T - Ss, Ss - Ss - Have Ss read the instruction of the activity to understand what they are going to do.

- Ask Ss to write sentences, using will ('ll) or won't and the words provided.

- Give Ss time to do the task individually.

- Get them to swap their answers in pairs or groups.Go around and offer help, if necessary.

If there is time, have some Ss write complete sentences on the board.T and other Ss make comments.

- Check the answers as a class.

Content Task 3: Work in pairs. Make sentences from the given words and pictures. (p. 40) * Answer key: 1. A computer will / won’t help me to do my housework.

2.A robot will help me to water the flowers.

3.A smart TV won’t help me to cook meals.

4. A washing machine will / won’t help me to iron the clothes.

5. A smart phone won’t help me to take care of the children.

Task 4 * Aims: To help Ss understand how might is used in a real context. * Content: How to use “ might”; Read the two poems. Tick T (True) of F (False). * Products: Students to say out loud their answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Grammar2: Might for future possibility * T - Ss, Ss - Ss + We use might + V to talk about actions that are possible in the future - we are not sure if the - T explains how to use “might “ actions will happen.

- Have Ss copy down the form.

- Then have Ss read the examples in the + Form: Remember! box. (+) S + might + V (nguyên mẫu) (-) S + might not + V (nguyên mẫu) - Let Ss do the task below and share the answers together.

Task 4: Read the two poems. Tick T (True) - Play the recording and ask students to listen of F (False). and read the poems, focusing on the rhythm * Answer key: and intonation.

- Ask students to read the poems individually 1. T 2. T 3. F 4. F 5. T 6. F and underline all the phrases might + V. - Invite one or two students to say out loud their answers in front of the class, then check the answers as a class * Production (5’) Task 5 * Aim: To help Ss say what they might have or do in the future. * Content: Think about what you might do or have in the future * Products: Ss write correct sentences on the board. * Organization of implementation: Teacher’s and Ss’ activities

Content

* T - Ss, Ss - Ss - Have Ss read the instructions of the activity to understand what they are going to do.

- Ask Ss to read the example and ensure that they know what to do. Then ask them to work in groups.

- Have them discuss what they might or might not have/ do in the future.

- Then ask Ss to tell their partners about them.T goes round and corrects mistakes or gives help when necessary.

- Call on some Ss to share their ideas in front of the class.T and other Ss give comments.

Task 5: Work in groups. Think about what you might do or have in the future. Share your ideas with your classmates.

Example: I might have a smartphone to surf the internet. * Suggested answers: 1. I might have a helicopter to travel around the world.

2. I might have a robot to help me to do homework. …….

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Grammar: Future Simple tense / Might for future possibility - form and usage. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do exercises in the workbook.

- Prepare lesson 4 ( communication)

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

express surprises”.

Date :…………..

Week : UNIT 10: HOUSES IN THE FUTURE Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - express surprise; - conduct a survey and report the result in verbal form.

II. LANGUAGE ANALYSIS : 1. Knowledge: * Vocab: Some vocabularies related to the topic. * Grammar: Wow! Is that + object? / It looks + adjective 2. Competences: Know how to use the future simple tense and use “ might” for future possibility; express surprise.

3. Quality/behavior: To teach Ss to love their home. Ss participate actively in the lesson; Ss know how to help others in the class.

III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning Unit 10, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the topic; To lead in the lesson. * Content: * Game: Pass the secret * Products: Ss play in groups by writing the correct on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: Pass the secret T –Ss , Ss - Ss - Give Ss a few minutes to play Guessing game Eg: or Pass the secret to revise sentences relating to - Robots might help us to do thehousework what appliances will help them to do in their in the future future houses.

- I might have a smart watch to surf the + Lead in: internet.

- Ask Ss to open their books to page 43 (COMMUNICATION).

Teacher leads students into the lesson by telling about what they are going to learn: “How to

2. Presetation ( 10’) * EVERYDAY ENGLISH Task 1 + 2 * Aim: To provide Ss with the way of expressing surprise. * Content: Listen and read the conversation. Highlight the expressions * Products: Ss know the way of express surprise and role play and practice in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss Task 1: Listen and read the conversation.

Highlight the expressions.

- Play the recording and let students listen and * Wow! Is that + object? read the conversation at the same time. * It looks + adjective.

- Then have them read the conversation - Audio script: sentence by sentence. Draw their attention to David: John! Hello! the highlighted sentences.

John: Oh, hi, David. Wow! Is that your - Elicit the structure to express surprise from computer? It looks great. students.

David: Yes, it’s my new computer. My parents - Ask them to act out the conversation in pairs.

- Go around and offer help, if necessary. Check gave it to me for my birthday. their pronunciation .

Task 2:T –Ss , Ss - Ss Have Ss work in pairs, one expresses his/ her surprise when he/ she sees the ot her 's new things (watch, TV, mobile phone, shoes, etc.).

Ask Ss to use the structure to express surprise in 1 .

Task 2: Work in pairs. Express your surprise when you see your partner's new watch, TV, mobile phone, etc E.g.

A:Wow! Is that your mobile phone? It looks great.

B:Yes, it's my new mobile phone. My grandparents gave it to me for my birthday.

Practice (15 ’) Houses and appliances inthe future Task 3 * Aims: To help Ss identify tasks that appliances can help them to do in the future houses. * Content: Read the questions in the class survey below. Tick Y (Yes) or N (No). * Products: Ss ask and answer in groups and tell about houses and what appliances will help them to do in future houses. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T –Ss : Ss- Ss Task 3: Read the questions in the class survey - Have Ss read the questions and explain the below. Tick Y (Yes) or N (No). new words or phrases (e.g. hi-tech,in space, 1. Will you live in a hi-techhouse?

Y N look after, etc.) if necessary.

2. Will your house be in space?

- Then have them answer the questions by

ticking ( )" Yes"or "No".

-Ask one or two Ss to look at the answers and tell about houses and what appliances will help them to do in future houses.

3. Will you have a lot of trees and flowers around yourhouse?

4.

5.

6.

E.g. Hi.My name's Hoa. In the future, I'll live in a hi-tech house. It'll be in the mount ains. I'll have lots of trees and flowers around my house. I'll have a fridge that can cook meals for me...

Task 4 * Aims: To help Ss practise asking and answering questions about houses in the future. * Content: Ask and answer about houses and what appliances will help them to do in future houses. * Products: Some pairs role-play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Task 4: T - Ss, Ss – Ss - Have Ss read the conversation in the example.

- Draw their attention to the type of house(question1) and its location (question 2 and 3) and how the questions are used.

- Ask Ss to work in pairs and use the information from 3 to role-play. To add more variety to the conversation, - Ss may add the questions about appliances that the house will have and what these appliances will do for them.

Content 4. Work in pairs. Use the questions in 3 to interview your partner.

Example: You: Hi, Nam. Will you live in a hi-tech house in the future?

Nam: Yes. I will.

You: Will your house be in space?

Nam: Oh, no. It won’t.

You: So where will it be?

Nam: I'm not sure. It might be by the sea.

E.g.

Type of the house: cottage Location: in the mountains Surroundings: trees, flowers and mountains Appliances: robot (look after th echildren), fridge (cook meals),computer (send and receive emails), etc.

* Production (8’) Task 5 * Aims: To help Ss talk about houses and appliances in the future . * Content: Tell the class about your interview. * Product: Some Ss tell the class about their partners' future houses, . * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 5: Tell the class about your interview.

- Ask Ss to read the example to understand how to explain the interview in 4. * Example: - Ask Ss to take notes of their partner's answers E.g. Hello. I'd like to tell you about Nam's house and

in 4 as follows: - Call on some Ss to tell the class about their partners' future houses, using the notes they have written.

- T and other Ss listen and make comments.

- To add more variety to the interview.

- T may ask Ss to add some more information.

appliances that will help him to do things in his house... His future house will be a hi-tech house. It'll be He might have a robot to help him with his home.

Thank you for listening.

* Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Say aloud what they have learnt in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they - Revise the simple future with “will”; - How to express surprise. have learnt in the lesson.

- Ask and answer about houses and what appliances will help them to do in future houses. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the new lesson.

- Do exercise in WB - To prepare for the next lesson: Unit 10- Skills 1.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date :…………..

Week : UNIT 10: HOUSES IN THE FUTURE Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - read for specific information about houses and appliances in the future; - talk about different houses in the future.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: surround (v); helicopter (n); feed (v), contact (v),.. * Grammar: “will” for the future, “might” for future possibility 2. Competences: predicting what houses will be like in the future.

3. Quality/behavior: To teach Ss to be hard- working and love their home.

III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Unit 10- Skills 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual …

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic of reading and To lead in the lesson about Skills 1. * Content: Look at the photo, discuss in pairs and answer. * Products: Ss give the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Warm up: T Asks the class to look at the picture first. Task 1: Look at the photo, discuss in pairs and Encourage Ss to get the details/ ideas of the answer. + What type of house do you think it is? picture( type of house, location, - It's a villa. surroundings and appliances). Then, tell Ss + Where do you think the house is? to work in pairs, asking and answering the - On the ocean questions provided. + What can you see around the house?

- Teacher leads students into the new lesson - Trees, a garden, a swimming pool… + What can you see in the house?

- robots , a TV, a computer, ….. * Pre- reading (7’) Presentation vocab. * Aim:. To provide students with some lexical items before reading the text. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss : I/ READING. * VOCABULARY - Pre teach vocabulary - surround (v): bao quanh - Teacher use different techniques to teach - helicopter (n): trực thăng vocab (pictures, situation, explaination…..)

- feed (v): cho ăn - Repeat in chorus and individually - contact (v): liên lạc - Copy all the words - super (adj) : siêu đẳng * Checking vocab: Checking: Call words *Checking: Call words in EL in EL * While -reading (10’) * Aims: To help Ss read for specific information about the house and its appliances in the future. * Content: Read the passage and Match . * Products: Ss read their answers and give explanation for their choice. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task 2: Read the passage and match - Set a time limit for students to read the text * Answer key: individually. Help them understand the text by giving 1. a, c, e, g, h the meanings of the difficult words.

2. b, d, f - Ask students to match the beginnings in A with the endings in B. Go around and offer help, if necessary.

- Ask students to work in pairs to exchange their answers first. Then call some students to read their answers and give explanation for their choice. Confirm the correct answers as a class.

Task 3 * Aims: To develop reading skill for general and specific information. * Content: Read the text again and circle the options. * Products: Ss say aloud the correct answer . * Organization of implementation : Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task 3. Read the text again and circle the - Ask Ss to read the incomplete sentences and option (A, B or C) to complete the sentences.

guess the option (A, B or C) to fill the blanks.

Explain that this task helps them focus on the Information they are going to find In the text.

- Have Ss compare the answers in groups before discussing them as a class. ( T can have do the task by playing game LN) - Confirm the correct answers to the class.

* Suggested answers: 1. B 2. A 3. C 4. B

* Post- reading * Pre-Speaking Task 4: * Aims: To help students form the ideas for their speaking * Content: Work in pairs. Ask your partner about his / her future house * Products: Ss ask and about his / her future house in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task 4. Work in pairs. Ask your partner about his / her future house. Use the suggested - Have Ss read the instructions to identify questions. how the task is done.

- Have Ss read the suggested questions and then think of the answers to these questions. * Suggested answers: A: What type of future house do you think it will be?

Draw their attention to the type of future house (Question 1), its location (Question 2), B: It’ll be a villa.

A: Where will it be? its appearance (Question 3), etc.Then tell B: It’ll be on the hill. them that they have to imagine their future A: What will it look like? houses in order to answer the questions.

B: It’ll be very big, modern, beautiful and convenient.

- Have them work in pairs, asking and A: How many rooms will it have? answering questions about their future B: It will have ten rooms: four bedrooms, two houses. T may ask Ss to refer back to the bathrooms, a kitchen, a dining room, a living room, a passage in 2 and the conversation in study.

GETTING STARTED. A: What appliances will it have and what will they -T goes round and corrects mistakes or gives help you to do?

B: It will have smart appliances: a robot, a help when necessary. dishwasher, a washing machine, a fridge, a smart - Call on some pairs to perform the task in cooker and they will help us to do all the housework. front of the class.

- T and other Ss listen and make comments * Production * Aims: To help Ss talk about different houses in the future. * Content: Tell your partners about your future house. * Products: Some Ss go to the board and tell the class about different houses in the future. * Organization of implementation: Teacher’s and Ss’activities Content - Have Ss read the example to identify how Task 5: Work In groups. Tell your partners to do the task.Then have them tell their about your future house. You can use the partners about their future houses using the information in 4.

* Sample speaking : information they have discussed in 4.

- Encourage some Ss to speak in front of the My future house will be a palace. It’ll be on the class, the class comments on their Moon. There’ll be a super smart TV in the house. classmate's content, pronunciation, fluency, It’ll help me to talk to my friends on other language (grammar, use of words, etc.), planets. body language.

- T can help the class give feedback. * Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarise what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what they - 2 skills ( talk about their future house) have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new - Do Ex inWB - Prepare: Skills 2 lesson *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

T - Ss * Warm up : Game - Pelmanism - Teacher divides the class into 2 teams.

- Teacher put 14 sets of numbers, one includes - Villa, stilt house, apartment, in the city, in the country, by the sea, in the mountain,…. word and the meaning of words.

- Members from two teams choose the pair of - Biệt tự, nhà sàn, căn hộ,……. number .

- The group with the most correct word will be the winner  Lead in - Teacher uses the warm –up to lead in the new lesson. * Pre-Listening (7’)

Date :………

Week : Period :

UNIT 10:

HOUSES IN THE FUTURE

Lesson 6: Skills 2

I. OBJECTIVES: - listen for specific information about dream houses; - write a paragraph about a dream house.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to the topic. * Grammar: “will” for the future, “might” for future possibility 2. Competences: Ss listen and understand specific information about dream houses; write a paragraph about a dream house III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Unit 10- Skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual …

IV. PROCEDURES : (STAGES) *Warm –up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit and lead in

the next part of the lesson. * Content: Game - Pelmanism * Products: Ss play in groups and choose the the pair of number correctly. * Organization of implementation: Teacher’s and Ss’activities Content

* Aim: To help Ss have the ideas of what the conversation is about. * Content: Listen and Write the names under correct picture * Products: Ss can get some information the content of the conversation.Choose the correct picture. * Organization of implementation: Teacher’s and Ss’activities Content - Ask Ss to look at the pictures and elicit Task 1: Listen to Nick and Linda talking from Ss the details (types of house, about their dream houses. Which house surroundings and locations). would each prefer? Write their names - Ask Ss the houses they like and why they under the correct pictures like them. * Answer key: Linda: Picture c. (villa by the sea, with a - Play the recording. Ask students to listen swimming pool and a garden) and write the speakers’ names under the Nick: Picture a. (flat in the city) correct pictures.

- Teacher checks their answers.

- If it’s necessary, play the recording again and pause the recording after each sentence. * While -listening ( 10’) Task 2 (5’) * Aims: To help Ss listen for specific information about dream house. * Content: Listen conversation and tick the column * Products: Ss give the answers correctly and correct mistakes where necessary * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Listen and check.

- Ask Ss to read the information in the first column. * Key: - Ask them to focus on the information they Linda: sea view, swimming pool, garden need only (what are important to Linda Nick: park view, city view and Nick: park view, city view, etc.).

- Play the recording again. Ask Ss to listen and tick what are important to Linda and Nick.

- Call on some Ss to give the answers to the class and correct mistakes where necessary.

Task 3 (5’) * Aims: To help students develop listening skill for specific information. * Content: Listen again and answer the questions abot their drean houses * Products: Ss answer the Qs correctly. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 3: Listen again and answer the questions abot their drean houses.

- Ask Ss to read the questions and underline * Key: the key words.

1. She has a big villa.

- Then have them listen to the recording 2. Her house / It is by the sea. again and answer the questions in pairs or 3. There's a swimming pool and a garden groups. around her house.

- T can have Ss answer the questions by 4. He has a flat. playing game “the big Wheel” - Ask a few pairs to role-play in front of the 5. It's in the city. class, one asks the questions and the other 6. It has a super smart TV. answers. Other pairs and T listen and * Audio script: Nick: Can you tell me about your dream house, Linda? comment.

Linda: Well, it's a big villa by the sea. It has a view of the sea. It has a swimming pool and a garden.

Nick: My dream house is different.

Linda: Really? What's it like?

Nick: It's a beautiful flat in the city. It has a parkview in front and a city view at the back.

Linda: Oh, sounds great!

Nick: It has a super smart TV. I can watch films from other planets.

Linda: That sounds great, too. But I think it'll be ….

* Pre -writing (5’) * Aims: To help Ss brainstorm ideas for a dream house. * Content: Discuss your dream house, and fill the table. * Products: Ss ask and answer the questions and fill the table exactly. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 4. Work in pairs. Discuss your dream house, and fill the table.

- Have Ss look at the table. Draw their * Example: attention to the four pieces of information.

A: What type of dream house is it?

-Then have them read the exchange in the B: It's a palace. example to understand how to do the task.

- Ask Ss to work in pairs to ask and answer A Where is it?

B: It's in the mountains. the questions and fill the table.

Type of house palace - Call a student to write the answer on the board. Others write it in their notebooks.

Location in the mountains

Number of rooms

7

Appliances in the house

some robots

. * While-Writing (5’) * Aims: To teach students how to write about their dream house. * Content: Write 50 words about your dream house. * Products: Students’ writing on the posters. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Write 50 words about your dream house.(p. 45) - Allow students time to write a paragraph (about 50 words) about their dream houses, * Sample paragraph: My dream house is a big palace. It is in the using the suggested ideas/information in mountains. It is surrounded by lots of trees. It Task 4.

- When they finish, ask some students to talk has seven rooms: three bedrooms, two bathrooms, one kitchen and one living room. about their dream houses to the class.

- If time allows, call one student to write his / There is a large swimming pool in front of it. I her answer on the board. The class can give have some robots in the palace. They help me to clean the floor, cook meals, water flowers... their comments.

I am happy to live in my palace. * Post-Writing (5’) * Aim: To peer check, cross check and final check students’ writing. * Content: Students’ writing and cross check. * Products: Students’ writing. * Organization of implementation: Teacher’s and Ss’activities - T-Ss, Ss-Ss

Content Task 5: Students’ writing and cross check.

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says what she/ he has learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen a passage about dream house.

- Write a paragraph of about your dream house. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation

- Teacher asks students to rewrite their

- Rewrite the writing in the notebook.

writing in their books.

- Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

- Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Check- up (5’) * Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson. * Content: * Brainstorming – Write about household appliances. * Products: The group having the most suitable answers is the winner. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Warm up: * Brainstorming T –Ss. - Teacher divides the board, and divides the computer class into 2 big groups.

Household - Teacher asks students to brainstorm all appliances household appliances they can think of.

- The group having the most suitable answers is the winner. dishwasher, rice cooker, dryer,smart TV, ……

Date :…………..

Week : UNIT 10: HOUSES IN THE FUTURE Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 10; - apply what they have learnt (vocabularies and grammar) into practice through a project.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: - Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; * Grammar: The usage of future simple and might for future possibility; expressing surprise; 2. Competence: Consolidate and apply what they have learnt in the unit . Do some practice exercises. Present their projects if possible.

3. Quality/behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working; sharing.

III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Unit 10 , Looking back and project)

* VOCABULARY * Task 1 (5’) * Aim: To help Ss revise the words relating to appliances in the future * Content: Write the words in the box under the pictures. * Products: Some students read the words aloud. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Fill in the blanks and the table.

- Tell students to read the words in the box first. Then ask them to write the words in * Answer key: a. computer the box under the pictures.

- Give them time to write the words under b. dishwasher c. wireless TV the pictures individually. Then compare d. washing machine their answers with their partners. e. fridge - Ask some students to read the words aloud. Then teacher checks their answers f. smart clock as a class.

- Have the whole class read the words / phrases correctly.

Task 2 * Aims: To help students revise future simple in context; review the phrases about what the appliances will do in the future. * Content: Think about what the appliances will do in the future. * Products: Complete the sentences correctly. * Organization of implementation:

Teacher’s and Ss’activities - T –Ss ; Ss – Ss - Have Ss work in pairs or groups, discu ssing what each appliance will do in the future and fill in the blanks in the table.

- Call on some Ss to tell the class about their answers. T and other Ss listen and make comments.

Content Task 2: Think about what the appliances will do in the future. Fill the table:

E.g. I think robots will look after my future house. * Suggested answer.

1. robots 2. washing machine 3. wireless TV 4. super cars 5. smart clocks 6. dishwashers

look after the house wash clothes access to internet can fly can play online music wash dishes

* GRAMMAR (10’) Task 3,4 * Aims: To help Ss revise the use of the future simple in sentences; revise the use of might for future possibility. * Content: Complete the sentences with will , won’t, might, might not. * Products: Ss read the complete sentences in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3.

Task 3. Complete the sentences with will T- Ss, Ss - Ss (’ll or won’t.

- Have Ss read the instruction to know what they have to do. Draw their attention to some * Key: complex sentences with subordinate clauses of 1. won’t 2. will 3. will time(sentences 2,4,5).

4. won’t 5. will 6. won’t - T may explain these sentences if necessary.

- Ask Ss to complete the sentences with will ('II) or won't individually first.

- Then, they can check their answers with a partner before discussing them as a class.

Task 4. Complete the sentences with might Task 4. or might not.

T- Ss, Ss - Ss - Ss read and complete the sentences individually. Go around and offer help if * Key : necessary.

1. might 2. might 3. might not - Have them swap their answers in pairs or 4. might not 5. might, might grou ps before checking as a class. Correct mistakes if necessary.

- Call on some Ss to read the complete sentences in fro nt of the class. T and other Ss listen and make comments. * Production(3’): * Aims: To give Ss further practice about using “will and might” * Content: Complete the sentences with might or will. * Products: Ss play in groups and say aloud the correct answers. * Organization of implementation:

T- Ss, Ss - Ss - T has Ss do the task by playing game : Lucky number. Class is divided into 2 groups.

- Teacher prepares 6 numbers which includes 4 questions about their school, and 2 lucky numbers.

- Each team takes turns and chooses a number and answers the question behind the number.

If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and may choose another number.

- The team which has more points will be the winner.

* Complete the sentences with might or will.

1. They ………..live longer in the future?

2. We ……….. find aliens on Earth one day, but I’m sure they will not speak our language.

3.. The weather is not very good. It might rain this afternoon.

4. I’m very worried about my examination next week.

- B: Don’t worry. You _______ pass.

* Project (5’) * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: * PROJECT: * My future appliance: * Products: Students’ project on the posters. * Organization of implementation: Teacher’s and Ss’activities - Have students read the instruction of how to do the project.

- + Think about one appliance they want to have in the future. + Make a poster about it. + Write the details of the appliance in the poster. (what they want to have, what it will help them to do). + Share the poster with their class.

Content * PROJECT: * My future appliance:

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - revise vocabulary and grammar in unit 10 - Teacher asks students to talk about what - make Project: “ ” they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 10 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook.

* Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to revise old lesson - Complete the project and to do exercise in workbook.

- Teacher asks students to complete the project - Prepare for the next lesson: Unit 11 ( and prepare the new lesson.

Getting started) *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Week: Period:

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 11: OUR GREENER WORLD Lesson 1: Getting started – Let’s go green!

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Our Greener world.

- guess the meaning of new words based on clues including pictures and surrounding words.

II. LANGUAGE ANALYSIS

1. Knowledge: * Vocabulary: Vocab related to the topic “ Our greener world ” . * Grammar: Articles; First conditional 2. Competence: Ss talk about their dream greener world in the future; Talk about típ for going green.

3. Quality/behavior: Educate Ss to know about the 3Rs and understand the meaning of “GREEN”; Positive about our greener world.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 11- Getting started) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) *Warm-up (5’) * Aim: To set the context for the listening and reading text.

To introduce the topic of the unit. * Content: Discuss some ways to protect nature and the environment. * Products: Ss says some things they do everyday which is good for the environment. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: T – SS ( Individual work) * Chitchatting: - T - Ss Do you like to live in a green world? Why or why not?

- T writes "Our greener world" on the board.

Ask students what 'green' means to them.

- Grean : relating to the protection of the -T Writes their answers on the board. Explain that environment. "green” has a lot of meanings - T writes "Let's go green!" on the board and elicit - "Let's go green!": to do more to protect the meaning of 'go green' from students.

- Tell students that 'go green' means: to do more to nature and the environment. protect nature and the environment.

- Tell Ss say some things you do everyday which is + SOME THINGS YOU DO EVERYDAY WHICH IS GOOD FOR THE ENVIRONMENT good for the environment.

- Plant trees.

- Go to school / work by bikes or by public - Let students open their books and start the lesson. transport to reduce air pollution.

- Reuse and recycle things - Don’t liter.

- Use renewable energy such as solar, wind, biogas and biomass instead of coal, oil and natural gas. * Presentation (5’) Pre-teach Vocab * Aim: To introduce new vocabulary * Content: learn some vocabularies related to the topic.

* Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss. * Vocabulary * Pre teach vocabulary - reusable [riːˈjuːzəb(ə)l] (a): có thể tái sử dụng - Teacher use different techniques to teach plastic [ˈplastɪk] (n): (chất liệu) nhựa vocab (pictures, situation, realia) - plastic bag: túi ni long - Follow the seven steps of teaching vacab.

- environment [ɪnˈvaɪ .rən .mənt] (n) : môi trường - Repeat in chorus and individually - check- out (n) : quày thu ngân - pick up /pɪk ʌp / : (v): nhặt (rác), đón - Copy all the words * Checking vocab: < Rub out and remmember> * Practice: (20’) Task 1 * Aims: To practice the targeted language and the background knowledge of going green. * Content: Listen and read the conversation * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read - Ask students to look at the picture on Page 48 and answer the questions below: 1. Who are they?

2. What are they looking at?

- Quickly write Ss' answers to Question 3 on the board.

3. What are they talking about?

- Play the recording. Ss listen and read. Ask Ss * Suggested answers: if their guesses on the board are correct.

1. They are Nick and Mi. - Play the recording twice for Ss to listen and 2. They are at the supermarket read along. Have Ss underline the words that are 3. They are talking about ways to go green. related to the topic of the unit while listening ( to protect the environment) and reading. * Role play.

- Invite some pairs of Ss to read the conversation aloud. * Task 2 * Aims: - To help students deeply understand the text. * Content: Complete the following sentences with the words from the dialogue. * Products: Student write correct words on the group board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss Task 2: Read the conversation again.

- Teacher tells students to read the text again in Complete the following sentences. Use no more thanthree words in each blank. order to find the words to complete the * Answer key: sentences independently.

- Teacher allows students to share their answers 1. on a picnic 2. reusable; natural before discussing as a class.

- Teacher nominates students to give answers and corrects them if necessary.

- T can have Ss complete the sentences by playing a game.

3. the check-out 4. a reusable 5. cycling

Task 3: * Aims: - To help Ss understand the text in depth; - Todraw Ss' attention to the first conditional. * Content: Match the first half of the sentence in column A with its second half in column B. * Products: Ss give correct answers . * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T-Ss, Ss-Ss Task3: Based on the ideas in the conversation, -First, ask Ss to read columns A and B to make match the first half of the sentence in column A sure they understand. with its second half in column B. - Ask Ss to give their answers without reading the conversation again. * Answer key: - Then ask them to read the conversation and 1. b 2. c 3. a check their answers.

- Confirm the correct answers.

- Tell Ss that sentences 2 and 3 are first conditional sentences and they will learn about this grammar point in A CLOSERLOOK 2. * Task 4 * Aims: To develop Ss' knowledge of the vocabulary for how to help the environment. * Content: Match the pictures with the ways to help the environment. * Products: Practise in pairs and give correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 :T-Ss, Ss-Ss Task 4: Match the pictures with the ways to - Have students look at the pictures and discuss help the environment. what they can see in each picture in pairs.

Invite some pairs to share their answers with * Answer key: the whole class.

- Ask students to match the pictures with ways 1. c 2. a 3. b to help the environment. Have some students 4. e 5. d share their answers.

- Confirm the correct answers.

- Ask students to add any other ways to save the environment they know. * Production:(5’) * Aims: To provide students with an opportunity to communicate with each other, using the vocabulary they have learnt. * Content: Game: Find someone who… * Products: Ss ask and answer in groups and then report the results. * Organization of implementation: Teacher’s and Ss’ activities Content

- Ask students to work in groups.

- Give each group a handout with the following table.

- Model the way to ask questions and answers with a student (e.g. Nam, do you use reusable bags?, etc.).

- Ask each group to choose one student to ask the questions and another student to record the answers and report the results.

- Give Ss 5 - 7 minutes to ask and answer in groups.

- Move around to observe and offer help.

- Invite Ss to share their findings to the class.

Task 5: Game: Find someone who…

Find someone who…

Names

uses reusable bags cycles walks to school picks up rubbish plants trees Ex:

A: Do you plant trees?

B: No , I don 't.

A: Do you pick up rubbish?

B:Ye s, I do.

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Summarize the main content what students have learnt in the lesson. * Products: Some Ss say aloud in front of the class. * Organization of implementation: - Teacher asks students to talk about what they - Some new words have learnt in the lesson.

- Read and understand content of the conversation - Ss work indepently * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook. * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson.

- Read the dialogue again.

- Prepare lesson 2 ( A closer look 1). *- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week: Period : I. OBJECTIVES:

UNIT 11: OUR GREENER WORLD Lesson 2: A closer look 1

By the end of the lesson, students will be able to: - Use the lexical items related to the topic “our Greener World” - Talk about ways to “go green” - know how to make rhythm in a sentence .

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Vocab related to the topic “ Our greener world ” . * Grammar: Articles; First conditional * Pronunciation: rhythm in a sentence 2. Competence: Talk about ways to “go green”; know how to make rhythm in a sentence .

3. Quality/behavior: To teach SS to be responsible for protecting environment.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 11 -A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: -To activate students’ knowledge on the topic of the lesson - To introduce the new lesson. * Content: Make questions * Products: Students say the answer. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Chatting: - T hold an empty bottle and ask: - What should we do with this bottle” - Ss answer the question (Ss can speak in Vietnamese) * Suggested answer.  We should reuse (recycle, reduce) it - Teacher gets feedback and lead-in: “3Rs” - What advantages does a green world have?  Fresh air, healthy food, live longer, -> Today we are going to learn some words about the and so on environment. * Presentation (5’) Pre teach vocabulary * Aim: To enrich students’ vocabulary to talk about the environment. * Content: Some new words related the environment. * Products: Read and understand the meaning of words . * Organization of implementation Teacher’s and Ss’activities Content T - Ss I/ Vocabulary - Teacher use different techniques to teach vocab - reuse (v): sử dụng lại (pictures, situation, realia)

- Follow the seven steps of teaching vacab.

- Students repeat in chorus and individually - Ss copy all the words

- recycle (v): tái chế - reduce (v): giảm - glass (n): thủy tinh, cái ly - can (n): bình, lon - rubbish (n): rác thải - noise (n): tiếng ồn

* Checking vocab: < What and Where>

* Practice (15’) Task 1: * Aims: To teach the terms reduce, reuse, and recycle. * Content: Matching word and its meaning * Products: Students’ answer on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1. T - Ss, Ss- Ss Task 1. The three Rs stands for Reduce- Reuse Recycle. Draw a line from a symbol in column A -T: Have Ss read the information in the to its matching word in column B and its table and draw a line from a symbol in column A to the matching word in column B meaning clumn C => Answer: and its meaning in column C. - Picture 1 - Reuse - using something again -Ss: Work in pairs to compare their answers - Picture 2 - Reduce - using less of something before giving T the answers.

- Picture 3 - Recycle - creating new products from - T : Check and asks Ss to write the correct used materials answers on the board.

T : Can explain the difference between recycle and reuse again if necessary Task 2: * Aims: To revise / t each the words for things that can be reduced, reused and re cycled. * Content: Write a word/phrase in the box under each picture * Products: Students write words on the board. * Organization of implementation : Teacher’s and Ss’activities Content Task 2: T - Ss, Ss- Ss Task 2: Write a word/phrase in the box under each picture T: Have Ss work in pairs to do this activity.

Ss : work in pair and write a word/phrase => Answer: under each picture 1. rubbish 2. plastic bag 3. glass 4. plastic bottle T: Call on Ss from different pairs to go to the 5. noise 6. paper board and write the words.

7. water 8. clothers This activity can also be organised as a competition. Which ever pair finishes the activity first wins and can go to the board to write their answers.

Ss: Go to the board and write word T: Feedback and give mark Task 3:

* Aims: To help Ss categorise things that can be reduced, reused and recycled. * Content:.Write words into correct groups. * Products: Student’s posters (group board) * Organization of implementation: Teacher’s and Ss’activities Task 3. T - Ss, Ss- Ss T: Have Ss work in small groups to put the words from 2 in appropriate groups.

Ss: Discuss the answers in groups.

T : ask groups stick their posters on the board .

Ss : comment other groups’ answer T: give feedback and give mark

Content Task 3. Work in pairs. Put the words from 2 into groups. Some words can belong to more than one group *Suggested answers: Reduce

Reuse

Recycle

- plastic bottle - plastic bag - clothes - paper - glass - water - rubbish - noise

- glass - clothes - water - paper - plastic bottle - plastic bag

- clothes - glass - paper - plastic bottle

* Production (2’) * Aims: To help students develope their vocabulary and categorise things that can be reduced, reused and recycled. * Content:find other things that can reduce, reuse,recycle * Products: Students say some items aloud. * Organization of implementation: Teacher’s and Ss’activities Content T: Ask ss to find some more items that can be * Suggested answers: reduced, reused and recycled • Reduce: electricity, gas Ss: Go to the board and write words.

• Reuse: envelope, carton box, textbook T : Give feedback and elicit some words • Recycle: newspaper, textbook, plastic container * PRONUNCIATION Presentation * Aims: To teach Ss how to make rhythm in a sentence . * Content: Rhythm in a sentence * Products: understand how to make rhythm in a sentence . * Organization of implementation: Teacher’s and Ss’activities Content T - Ss II/ PRONUNCIATION T: Tell Ss that in English, the stressed and unstressed syllabies combine to make rhythm * Rhythm in sentences - In a sentence , the stressed and unstressed in a sentence. (Ss have learnt about stress in syllabies combine to make rhythm . two-syllable words) T: remind Ss of the stress rule in two-syllable * Note: words(put stress on the first syllable in nouns + With two-syllable words: put stress on the first syllable in nouns and adjectives and adjectives).

* Products: Student say the main content in the lesson * Organization of implementation:

Ss: listen and copy down. * Practice ( 10’) Task 4: * Aims: To get Ss familiar with rhythm in sentences. * Content: Listen and repeat some sentences * Products: Students practise reading sentences in pairs. * Organization of implementation Teacher’s and Ss’activities Task 4. T - Ss, Ss- Ss T : Play the recording for Ss to listen to the sentences. And ask them to pay attention to the bold parts.

Ss : Look at their book and listen carefully T: Play the recording of each sentence again for Ss to repeat in chorus.

Ss: Repeat in chorus T: Have Ss work in pairs to practise reading the sentences.

Ss: Read the sentences aloud.

T: Comment on Ss'pronunciation.

Content Task 4: Listen to these sentences, then repeat.

Pay attention to the bold syllables 1. If you cycle, it'll help the Earth 2. Water is good for your body.

3. The students are planting trees in the garden.

4. Is it better to use paper bags?

5. We are happy to walk to school

* Task 5: * Aim: To give Ss further practice with rhythm in sentences. * Content: practice with rhythm in sentences. * Products: Read the sentences aloud * Organization of implementation: Teacher’s and Ss’ activities Content Task 5. T - Ss, Ss- Ss Task 5. Listen to the conversation. Pay attention to the bold syllables.Then practise the T: Play the recording for Ss to listen to the conversation with a classmate. conversation.

Ss: Listen and pay attention to the bold syllables. Vy: What are you doing?

T: Play the recording of each sentence again Mi: I'm writing an article about going green. for Ss to repeat in chorus.

Vy: Great! I'm writing a poem about the 3Rs. T: Have Ss work in pairs to practise reading Mi: Let me read it. the conversation.

Vy: I'm still writing. Wait for a minute.

Ss: Work in pairs to practise reading the conversation.

T: Call on some Ss to read the conversation aloud.

Ss: Role play and read aloud T: Comment on Ss' pronunciation. *Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Ask students say what students have learnt in the lesson.

Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Some vocabulary related to the topic “our Greener World” - How to make rhythm in sentences. * Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: - T reminds Ss to do homework and prepare the new lesson.

- Learn by heart all the new words.

- Create a poem and read it with correct rhythm - Prepare lesson 3 ( A closer look 2)..

*- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

Week: Period :

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 11: OUR GREENER WORLD Lesson 3: A closer look 2

I. OBJECTIVES: By the end of the lesson students can understand and use the article and the first conditional sentence to make correct sentences, and use them in dialogues.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Vocab related to the topic “ Our greener world ” . * Grammar: Article and conditional type 1 2. Competence: Talk about ways to “go green”; understand and know how to use the article and the first conditional sentence to make correct sentences.

3. Quality/behavior: To teach SS to be responsible for protecting environment; Have a good attitude to protect the environment.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 11 -A closer look 2) - Smart TV/Pictures, sets of word cards.

- Sachmem.vn IV. PROCEDURES: (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to articles in lesson. * Content: * Game: Crossword * Products: Ss answer questions and find the correct key. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Crossword GLASS - T – Ss PAPER - Teacher divides the class into 2 groups.

PLASTIC - Teacher prepares the ppt for the crosswords, RUBBISH students take turn to answer the words.

RECYCLE - The one can get the key word wins the game.

WALK CLOTHES REUSE - Teacher leads in the grammar focus of the lesson: *Presentation 1 (5’) * Aim: To elicit/ show the students how to use the article (a/ an/the). * Content: Grammar: The article (a/ an/the). * Products: Understand ans know how to use use the article (a/ an/the). * Organization of implementation: Teacher’s and Ss’activities Content

* Pre – grammar 1.

- T - Ss - Write two sentences with articles on the board.Underline a and the.

- Explain to Ss the difference between these two articles, telling them that a is an indefinite article and the is a definite article.

- Use the information in this table to explain to Ss. - T explains the usage and the form; give examples about articles.

- Ss listen and copy down.

* GRAMMAR: I/ Articles: - This is a book.

- The book on the table is my favourite. * There are two kinds of articles in English.

1. Indefinite article: a/ an + We use a/an with singular countable nouns when we are talking about themin general.

Example: An ant is a tiny animal. + after the verbs to be and to have.

Example: I'm a student. / I have an eraser. * a + consonant sound Eg: a bag , a pen,… * an+ vowel sound (u, e, o,a,i) ( uể oải) Eg. an apple. an island,…

2. Definite article: the + We use the with singular or plural nouns when we already know them or when they are mentioned for thesecond time.

Example: The bike in front of herhouse is nice. + with nouns which are unique.

Example: The air is dirty.

Practice (8’) Task 1 + Task 2 * Aims: To give Ss practice with a/ an/ the. * Content: Fill each blank with a suitable article. * Products: Students to read their answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss Task 1: Write “a” or “an”.

- Have students do the exercise individually * Answer key: 1. an 2. A 3. a 4. an and then compare their answers.

5. a 6. An 7. An 8. a - Invite some students to read their answers aloud.

- Check their answers in front of the class.

Task 2: Write “a”, “an” or “the”. * Answer key: 1. a - Have students read the sentences and fill 2. The; the each blank with a suitable article.

3. A; an 4. an - Check and confirm the correct answers.

5. the; the * Production (4’) * Aims: To give further practice with a / an and the. * Content: Fill a suitable article in the blanks in the sentences.

Task 2:T –Ss

* Products: Ss read their answers aloud in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss , Ss- Ss * Choose the best options to fill in the blanks in - Have students do the exercise by playing the following sentences.

1. I want ______ cup of tea. game “ Who’s faster” - Teacher prepares 10 numbers which

includes 10 questions about using articles(a,an,the) to complete the sentences.

- Each Ss chooses a number and answers the question behind the number. If the student answers the question correctly, they will get 1 point.

A. a B. an C. the 2. I need someone who can play _____guitar, I'll sing a song now.

A. a B. an C. the 3. Living in the countryside is more exciting than living in __city.

A. a B. an C. the 4.___ sky is very clear tonight. I can see a lot of stars.

A. A B. An C. The 5.I know she isn’t ______ idiot.

A. a B. an C. the 6.___ book you lent me last week is really interesting.

A. A B. An C. The 7.My mother is ______ professional athlete.

A. a B. an C. the 8. He has ______ unusual name.

A. a B. an C. the 9.Would you like to go to ______ cinema with me?

A. a B. an C. the 10.They have a son and a daughter. _____ daughter is very kind.

A. A B. An C. The

Presentation 2 (5’) * Aims: To elicit/ show the students when first conditional sentenceare used and how to make the first conditional sentence. * Content: Grammar: The first conditional sentence. * Products: Understand and know how to use the first conditional sentence * Organization of implementation: * Pre – grammar 2.

- T - Ss - Tell Ss that they are going to learn the first conditional. Ask Ss to have a closer look at the Grammar box. Explain to them that there are two clauses in a conditional sentence and when the main clause comes before the if clause,there isn't a comma between the two clauses.

Give some more examples with the first conditional.

- T explains the usage and the form.

- Ss listen and copy down.

* GRAMMAR: II/ The First conditional.

- First conditional sentences describe things which are possible and likely to happen in the present or the future. * Form: If -clause Main clause If + S + V(present simple), S + will + V Example:

- If you use less paper,you will save a lot of t rees.

- If we are friendlier to the environment, we won’t have to suffer from pollution.

* Practice (10’) Task 3 * Aims: To give Ss practice with the first conditional. * Content: Write the correct form of each verb in brackets. * Products: SS write their answers on the board.

* Organization of implementation: Teacher’s and Ss’activities T – Ss, Ss- Ss - Have Ss do this exercise quickly then give the answers to T. - Write their answers on the board and confirm the correct answers.

Content Task 3: Write the correct form of each verb in brackets. * Key: 1. is - will go 2. recycle - will help 3. will save - don't waste 4. will have – use 5. isn't - will be Task 4 * Aims: To give Ss further practice with the first conditional. * Content: Combine each pair of sentences below to make a first conditional sentence. * Products: Ss write their correct sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content * T - Ss, Ss - Ss Task 4: Combine each pair of sentences below - If necessary, T can combine the first pair of to make a first conditional sentence. sentences as an example. * Key: 1. If the air isn't fresh,people will cough.

- Have Ss do this exercise in pairs.

- Ask some Ss to write their sentences on the 2. If the water is dirty,a lot of fish will die.

3. If we cut down trees in the forest, there will be more board. floods.

- Ask for feedback from other Ss. Confirm 4. If there is too much noise, people will not/ won't the correct answers sleep.

5. If there is no water, plants will die.

* Free- Practice (2’) Task 5 ( At home) * Aims: To give fun practice with the first conditional. * Content: Ss from group A to write an if-clause; Ss from group B write a main clause. * Products: Ss read their sentences aloud. * Organization of implementation: Teacher’s and Ss’ activities Content - T asks SSto do EX5 at home.

Task 5: Game: Fun matching * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content Teacher asks students to talk about what + Grammar: I/ Articles: they have learnt in the lesson.

II/ The First conditional. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook * Products: Students’ textbook and workbook

* Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do EX5 in the Textbook.

- Prepare lesson 4 ( communication)

*- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………..

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 11: OUR GREENER WORLD Lesson 4 : Communication

Week: Period : I. OBJECTIVES: By the end of the lesson, students will be able to: - learn how to give warnings; - practise using some grammar points and vocabulary related to the topic.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to the lesson. * Grammar: Article and conditional type 1 2. Competence: Talk about ways to “go green”; understand and know how to use the article and the first conditional sentence to make correct sentences.

3. Quality/behavior: To teach SS to be responsible for protecting environment; Have a good attitude to protect the environment.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 11 - Communication) - Smart TV/Pictures, sets of word cards.

- Sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To review conditional type 1 To lead in the new lesson * Content: Game: Fun matching ( Write 5 conditional type 1) * Products: Ss from 2 teams read the first conditional aloud. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * GAME: Fun matching - T – Ss - Divide the class into groups (A and B) and give each student a strip of paper.

- Tell students from group A to write an ifclause. Students from group B write a main clause.

- After 5 minutes have students try to make a sentence by matching the clause on their strip of paper with a clause from the other group.

- Ask students to read their sentences aloud.

- Encourage the students to use the adjective in the textbook first and then they can broaden by adding more adjectives to describe.

Do they match?

Are there any funny sentences?

- Lead in: - Teacher sets the scene.

Teacher leads students into the lesson by telling about what they are going to learn: “We are going to learn how to make and accept appointments

* Presentation ( 5’) * EVERYDAY ENGLISH

Task 1: (5’) * Aim: To introduce two ways to give warnings. * Content: Listen and read the short conversation, paying attention to the highlighted sentences. * Products: Understand and know how to give warnings. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss Task 1: 1. Listen and read a dialogue. * Giving warnings: - Teacher plays the recording for students to listen and read the dialogue between Mi and +Structure: Mike at the same time.

- Teacher asks students to pay attention to the - Imperative sentences + Don’t do that. highlighted sentences. + Don’t read in the dark.

- Teacher elicits the structures to give - First conditional warnings from students + If you give them too much food, they will die.

- Teacher has students practise the dialogue in pairs. Call some pairs to practise the dialogue in front of the class. * Practice (20’) Task 2:

* Aims: To help students practise giving warnings. * Content: Make a short conversation, following the example in Task 1. * Products: Some pairs to make a conversation in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Make a short conversation, following the example in Task 1.

- Teacher asks students to use the picture in “Revision” to make a similar dialogue, using - Example: A: You are giving too much water to the flowers. the languages for giving warnings.

- Teacher asks students to work in pairs.

Don’t water them too much!

- Teacher moves around to observe and B: Why? provide help.

A: If you give them too much water, they will die.

- Teacher calls some pairs to practise in front B: I see. Thank you. of the class, then comment on their performance. * A survey on ways to go green Pre-teach: Vocabulary * Aim: To enrich students’ vocabulary to talk about the environment. * Content: Some new words related the environment. * Products: Read and understand the meaning of words . * Organization of implementation: Teacher’s and Ss’activities Task 3: T - Ss, - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab.

- Students repeat in chorus and individually - Ss copy all the words

Content * New words: - (to) do a survey: /ˈsɜːveɪ/ : làm một cuộc khảo sát - (to) wrap: /ræp/ : gói, bọc - (to) be in need: /niːd/ : đang cần - breeze (n): /bri:z/ : cơn gió nhẹ - throw away /θrəʊ/ /əˈweɪ/ : Ném đi, vứt đi

Task 3: * Aims: To give students a chance to know if they have a green way of living. * Content: The 3Rs Club survey - How Green Are You? * Product: Answer the questions individually and then count the points. * Organization of implementation: Teacher’s and Ss’activities Task 3: T – Ss. * Set the scence: - Teacher shows 6 questions of the survey and asks students some questions: - Have students read the questions quickly and make sure that they know what to do.

- Students answer the questions individually, then turn to page 57 to check their answers

Content Task 3: The 3Rs Club survey - How Green Are You? + What is the name of the club? + What is the name of the survey? + How many questions are there in this survey? + How do you understand the word “ green”here? * Answer key: Q1: A(0) B(2) C(2)

and count the points.

- Ask some students to speak out their points.

Q2: A(1) Q3: A(0) Q4: A(1) Q5: A(0) Q6: A(2)

B(0) B(2) B(0) B(2) B(0)

C(2) C(0) C(2) C(0) C(2)

9-12 points: You’re green!

5-8 points: Try to be green!

1-4 points: You aren’t green at all!

* Production Task 4 * Aims: To give students an opportunity to ask and answer about a green way of living. * Content: Interview a classmate.(Ask and answer about a green way of living) * Products: Role –play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Task 4: T - Ss, Ss – Ss - Have students work in pairs: one student is the interviewer, and the other is the interviewee.

- Ask them to do the interview in about 7 minutes and to note down their friend’s answers.

- The interviewer then shares their answers with their friend and find out how many different answers they have.

- Call on some students to report the results of their interview to the class.

Teacher models with a student.

Content Task 4: Interview a classmate. (Ex. 4, p. 53) Example: A: What’s your answer to Question 1?

B: It’s C. What’s your answer?

A: My answer is A. What’s your answer to Question 2?

B: It’s C. What’s your answer?

A: Oh, me too. What’s your answer to Question 3?

B: It’s B. What’s your answer?

A: Well, I choose A.

* Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Ss say aloud what they have just learnt . * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they - learn how to give warnings; - practise some new words related to the topic. have learnt in the lesson.

- A survey on ways to go green * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation:

Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart new words - Review some exercises.

- To prepare for the next lesson: Unit 11 /Skills 1.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date :…………..

Week : UNIT 11: OUR GREENER WORLD Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Our greener world; - read for specific information tips to become a green person; II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to the lesson. * Grammar: Article and conditional type 1 2. Competence: - talk about how to become ‘greener’; talk about environmental problems and their effects ; know some Tips to find creative ways to reuse old items.

3. Quality/behavior: To teach SS to be responsible for protecting environment; Have a good attitude to protect the environment.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 11 – Skills 1) - Smart TV/Pictures, sets of word cards.

- Sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: TO revise some words related to the topic. To introduce the topic of reading. * Content: Game : Pelmanism (Matching words with their meaning) * Products: Students play in groups and choose the pair of number correctly. * Organization of implementation: Teacher’s and Ss’activities Content

- T- Ss, Ss - Ss - Teacher divides the class into 2 teams.

- Teacher put 12 sets of numbers, one includes word and the meaning of words.

- Members from two teams choose the pair of number .

- The group with the most correct word will be the winner - Teacher leads in the new lesson .

- Teacher says: We are going to read an interview about ways to go green at school”.

Game: * PELMANISM * Matching words with their meaning

reduce Làm giảm

reuse Sử dụng lại

protect B ảo v ệ

recycle Tái chế

rubbish Rác thải

evironment Môi trường

* Presentation (7’) Pre- teach vocab * Aim: To develop the skill of guessing the meaning of words/ phrases in context. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content * VOCABULARY T –Ss : - instead of (prep) /ɪnˈsted əv/: - Pre teach vocabulary - charity (n) /ˈtʃær.ɪ.ti/ - Teacher use different techniques to teach - recycling bins (n) /ˌriːˈsaɪ.kl̩ ng/ vocab (pictures, situation, explaination…..)

- creative (a) /kriˈeɪ.tɪv/ - Repeat in chorus and individually - exchange (v) /ɪksˈtʃeɪndʒ/= swap (v) /swɑːp/ - Copy all the words - reusable (a) /riˈjuː.zə.bl̩ / * Checking vocab:

*Checking vocab:Say the word by EL

* Pre -reading (5’) Task 1: * Aims: To develop the skill of locating specific words in the text. * Content: Read the interview. Find these words or phrases and underline them. * Products: Ss read the interview and highlight the words/ phrases they have found correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss, Ss- Ss Task 1: Read the interview. Find these words or phrases and underline them.

- Ask students to read the interview quickly and locate the words/ phrases from the box Reporter: Can you share with us some tips to make your school greener? in the text.

Nam: Sure. Firstly, we put recycling bins in every classroom.

Reporter: What about old books and uniforms?

- Have them highlight the words/ phrases Nam: We exchange them with our friends or give them to charity. they have found.

We don’t throw them away.

- Invite some students to share where they Reporter: Anything else?

have found the words/ phrases.

If teacher uses slides, show the text with the highlighted words/ phrases to prepare for the next activity

Nam: We borrow books from the school library instead of buying new ones.

Reporter: Great! You can save much paper.

Nam: And there’s another tip. We bring reusable water bottles to school. Reporter: I see lots of trees in your school. Is planting trees a good tip?

Nam: Yeah. It makes our school greener.

Reporter: Thanks for sharing. Do you want to add anything?

Nam: Finally, we usually find creative ways to reuse old items before throwing them away.

* While-Reading (5’) Task 2 * Aims: To help Ss develop the skill of guessing the meaning of words/ phrases in context. * Content: Match the words/ phrase with their meanings. * Products: Students match the words/ phrase with their meanings exactly. * Organization of implementation : Teacher’s and Ss’activities Content - T –Ss, Ss- Ss Task 2. Match the words/ phrase with their meanings Tell Ss how to do the activity. Remind * Answer key: themto lookagain at the words/phrases 1. e thathave been highlighted in 1 and read the 2. d surro unding sentences carefully to get the 3. a meaning of each word/ phrase, and then 4. b match the word/ phrase with the given 5. c meaning. Have Ss do this exercise individually and then compare their answers with a classmate. Ask for Ss' answers.

Confirm the correct answers. Ask Ss to give some examples with the words/ phrases.

Task 3: * Aims: To develop reading skill for general and specific information. * Content: Read the text and answer the questions. * Products: Students play game by answering the questions correctly. * Organization of implementation : Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Read the text and answer the following questions. (p. 54) - T has Ss anser the questions by playing game : Lucky number. Class is divided into 2 * Answer key: groups.

1. Ways to become greener at school - Teacher prepares 8 numbers which 2. Recycing bins includes 6 questions about their school, and 2 lucky numbers.

3. Exchange old uniforms with friends or give - Each team takes turns and chooses a them to charity number and answers the question behind 4. Borrow books fro m the library the number. If the team answers the 5. Reusable water bottles question correctly, they will get 1 point. If

the team chooses the lucky number, they get 1 point without answering the question and may choose another number.

6. Students’ answers ( some ways to make your school greener)

* Post reading + Pre –speaking( 5’) Task 4 * Aims: To give Ss a chance to discuss their opinions about green tips. * Content: Discuss to put the tips in order from the easiest to the most difficult. * Products: Discuss in groups and order the tips from the easiest to the most difficult * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Discuss to put the tips in order from the easiest to the most difficult.

- Have Ss work in groups to discuss and order the tips from the easiest to the most * Suggested answers. difficult. They also think of ways to explain 1.d the reasons for their order.

2.f - Ask a member from several of the groups 3.b to write their order on the board. Hold a class 4.c 5.a discussion about the orders. Accept different answers as long as the gro u ps can justify it. 6.e - Elicit some other tips from Ss and quickly write them on the board. Ss comment on the tips. * While –Speaking (5’) Task 5: * Aims: To give students a chance to share ways to reuse things. * Content: Find creative ways to reuse old items * Products: Students’ idea in groups and share with the class. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss Task 5: Tip f tells you to find creative ways to reuse old items. Can you think of any ways to - Have Ss work in groups and find creative reuse. ways to reuse the items indicated in the a. We can use used gift wrap to cover books, book. notebooks, cut them into beautiful shapes to -This activity can be organised as a decorate houses. competitive game. b. We can use used water bottles to plant trees, -Give the groups 8 min utes to list out the keep pens, make toys. ways to reuse the items creatively.

When the time is up, each group will present c. We can use used books to wrap things, give them to the school library or the local library. their answers.

- The group having the most creative ways wins. * Post-Speaking (3’) * Aims: To help students improve next time.

* Content: Present some ways to go green. * Products: Some students share their preparation with the whole class. * Organization of implementation: Teacher’s and Ss’activities T - Ss, Ss – Ss - Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation.

- Teacher gives feedback and comments.

Content * Students’ presentation

* Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarise what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in font of the class. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - Some ways to go green, tips for going green). they have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new - Do Ex inWB - Prepare: Skills 2 lesson *- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………..

Date :…………..

Week : UNIT 11: OUR GREENER WORLD Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - listen to get specific information about way to make the school a ‘green’ place; - write a paragraph about ways to make the school a ‘green’ place.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to the lesson. * Grammar: Article and conditional type 1 2. Competence: Listen to get specific information about way to make the school a ‘green’ place; write a paragraph about ways to make the school a ‘green’ place.

3. Quality/behavior: To teach SS to be responsible for protecting environment; Have a good attitude to protect the environment.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 11, skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn

2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) 1.Warm –up (5’) * Aim: To prepare for the new lesson; To introduce the new lesson. * Content: * Products: * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game : Brainstorming “What are the - T - Ss necessary qualities of the club president?”

- Teacher divides the class into 2 teams.

- The team which has more correct answer will be the winner.

-  Lead in: Teacher introduces students the active, creative, friendly, confident, good content of the lesson today: knowledge, responsible, patient, disciplined, + We have just written down the qualities of a funny, …. good president for the 3Rs club. + Now, let’s listen to Mi and Nick, they want + What are they going to do for the club? to be voted to be the President. * Pre-Listening (5’) Task 1: (5’) * Aim: To develop the skill of listening for specific information. * Content: Listen and Fill each blank with a word or a number. * Products: Ss write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content - Have Ss read the instructions of the first Task 1: Listen to two students talking about what they will do if they become the activity. presidents of the 3Rs club. Fill each blank - Have Ss guess the word / number to fill with a word or a number. each blank and write their guesses on the * Answer keys: board.

(1) 6A -Play the recording and ask Ss to listen to (2) recycling fill the blanks and check their guesses.

(3) book Ss work in pairs to compare their answers (4) 6E before T plays the recording the second time (5) bus for pairs to check their answers.

(6) uniform -Ask for Ss' answers.

- Confirm the correct answers and write them on the board next to their guesses. * While -listening ( 10’)

Task 2 * Aims: To help students develop listening skill for specific information (T / F). * Content: Listen and tick True or False. * Products: Listen, understand and write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss

- Teacher plays the recording once or twice.

- Teacher asks students to listen and tick the answers.

- Teacher asks students to compare their answers with the prediction made previously.

- Teacher calls on some students to read aloud their answers and correct the false one(s).

- Teacher checks students’ answers as a class.

Content Task 2: Listen again and tick True or False. * True – False prediction:

+ Answer key: 1. F (reuse things) 2. T 3. F (it helps the environment) 4. T

* Post-Listening(5’) * Aims: To develop student’s speaking skill, using the available information and their background knowledge. * Content: Students describe what they have listened briefly * Products: Students summarize the listening briefly * Organization of implementation: Teacher’s and Ss’activities Content T-Ss, Ss-Ss * Retelling +Example: - Invite one or two students to briefly describe what they have listened.

Mi is from class 6A. If she becomes the president of - T gives feedback. the Club, she'll first talk to her friends about putting a recycling bin in every classroom. They can reuse the things they have in these bins. Secondly, She'll organise some book fairs. Students can exchange their used books at these fairs.

* Pre -writing (5’) Task 3: * Aims: To help students generate ideas for their writing; to help Ss know writing skill. * Content: Ask him / her what two things he / she will do if he / she becomes the president of the 3Rs Club * Products: Students write ideas ; give explanations and examples to support their ideas. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss-Ss Task 3: Interview a classmate. Ask him / her - In this writing part,Ss are asked to write what two things he / she will do if he / she

about a classmate's ideas if he / she becomes the president of the club.

- Ask Ss to read the Study skill - Writing! box.

- T may explain the use of connectors to show sequence by referring to the listening part. Also tell them that when they write ; they should give explanations and examples to support their ideas.

- Have them look at the example in the Study skill - Writing! box.

becomes the president of the 3Rs Club. Take notes below.

* Suggested answers: Name: Vy Idea 1: encourage students to go to school by bike or bus .

Idea 2: find creative ways to reuse old items instead of throwing them away (idea). Firstly I will encourage students to go to school by bike or bus (idea). It will be very friendly to the environment (explanation).  Next, I will find creative ways to reuse old items instead of throwing them away (idea). For example, I will use wine bottles to make lights or flower vases (example).

* While-Writing (5’) * Aims:To help Ss practise writing a paragraph about their classmates' idea s for the 3Rs Club. * Content: Write a paragraph about their classmates' idea s for the 3Rs Club. * Products: Students’ perfect writing on the posters ( notebooks) * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 4: Write a paragraph about your - Have Ss write individually based on the classmate’s ideas in 5. Write about 50 words. ideas they have had in 3 . If time allows, ask My classmate is _________________. If one student to write it on the board. _______ becomes the president of the 3Rs Other Ss and T comment on the paragraph Club, ______ will do two things. Firstly, on the board. Then T collects some writings ________________________ to correct at home.

- Alternatively, ask Ss to work in groups and * Model writing: choose the two best ideas to write about. My classmate is Vy If she becomes the president of 3Rs Club. She will do two things. Firstly, she will Give each group a large piece of paper to encourage students to go to school by bike or bus. write on. Ask one or two groups to stick It will be very friendly to the environment. their product on the board. Other Ss and T Secondly, she will organise recycling clubs and give comments. call students to join. In this club, they will make beautiful and helpful things from old things or recycled things. I think she will be a good club president.

* Post-Writing (5’) * Aim: To peer check, cross check and final check students’ writing. * Content: Cross check students’ writing. * Products: Students’ writing and cross check. (individual work) * Organization of implementation:

Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Students’ writing and cross check.

- Teacher asks students to exchange their textbooks to check their friends’ writing.

- Teacher then gives feedback as a class discussion. * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says what she/ he has learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - listening for specific information about two students talk about what they will do if they become the president of the 3 Rs Club.

- writing a paragraph about their classmates' idea s for the 3Rs Club. * Homework (2’) * Aim: To revise knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to rewrite their - Rewrite the writing in the notebook. writing in their books.

- Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date :…………..

Week : UNIT 11: OUR GREENER WORLD Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review language use and skills student have learned in Unit 11; - apply what they have learnt (vocabulary and grammar) into practice through a project.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: Words to talk about environmental problems. * Grammar: Article and conditional type 1

2. Competence: Use vocab, grammar and skills have learned in Unit 11 to practice fluently; Make a project ” Creative ideas about reusing olpd things” 3. Quality/behavior: To teach SS to be responsible for protecting environment; Have a good attitude to protect the environment.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 11 - Looking back and project) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm -up (5’) * VOCABULARY(Task 1) * Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson. * Content: Game : Brainstorming * Products: Students work group and write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Game : Brainstorming: T –Ss ; Ss – Ss - Teacher divides the class into 3 big groups.

- Each group will be assigned a name.

- Teacher asks students to brainstorm all words related to recycle, reuse and reduce.

-The group having the most suitable and correct answers is the winner. * GRAMMAR (10’) Task 2 * Aim: -To give practice in using the articles a/ an and the. * Content: Complete the sentences using a/an and the. * Products: Ss complete the sentences using a/an and the exactly. * Organization of implementation: Teacher’s and Ss’activities Content *Task 2: Task 2: Write a/an and the (Ex. 2, p. 56) T –Ss : * Answer key: - Have students do this exercise 1. a individually and then give the answers to 2. an teacher.

3. The - Confirm the correct answers.

4. a; The - If necessary, ask students to tell about the 5. a; an use of the articles before doing the exercise.

Task 3 * Aims: To provide further practice on the first conditional.

* Content: Give the correct form of verbs in brackets.

Combine sentences using a first conditional sentence. * Products: Ss write the answers on the board exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Task 3: Task 3 : Give the correct form of verbs in T –Ss brackets. (Ex. 3, p. 56) - Have students revise the form and use of * Answer key: the first conditional.

1. build; will be - Ask them to do this exercise individually then compare their answers with a partner. 2. will save; reuse 3. grow; will be - Call on some students to write their 4. don’t have; will be answers on the board.

5. are; will be - Confirm the correct answers.

Task 4: Combine sentences using a first conditional sentence. (Ex. 4, p. 56) * Answer key: - Have students do this exercise individually 1. If we walk or cycle, we will be healthy.

2. If we use the car all the time, we will make then compare their answers with a partner. the air dirty.

- Invite some students to write their answers 3. If you take a shower, you will save water. on the board.

4. If you make noise, your sister will not/ won’t - Give feedback and confirm the correct sleep.

5. If I see a used bottle on the road, I will put it sentences. in the bin. * Task 4: T - Ss

* Production(3’): * Aims: To give Ss further practice on using the first conditional. * Content: Complete the following sentences using the first conditional * Products: Students play in groups and complete the sentences exactly. * Organization of implementation: - T - Ss, Ss – Ss Game: Lucky number.

- Teacher divides the class into 2 teams.

- Each team chooses the number they like, then tries to answer the question correctly.

- The team which chooses a lucky number will get two points without answering any questions.

- The team which has more points will be the winner.

- T comments and give marks.

* Complete the following sentences using the first conditional and the following verbs: not get, have, become, continue, throw, put, decrease, turn off.

1. If all people ………. the garbage on the roads or rather wherever they find, the Earth will be flooded in the garbage.

2.The pollution……… if we find ways to reuse old items.

3.If Trung brings his lunch to his picnic, he…...…the food in a reusable box.

4.If I leave a room, I….…the lights and the fans.

5.You ……………a high mark in the exam tomorrow if you don't do all of your homework.

6. If Hue …………old books and clothes, she will swap them with me.

There will be more floods if deforestation………to happen.

* Project (5’) * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: PROJECT: Creative ideas about reusing old things. * Products: Students’ perfect project. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss * PROJECT: - Ask students to look at the pictures and IDEAS ABOUT REUSING OLD THINGS discuss the two questions in pairs.

1. In the first picture, I can see a beautiful bookcase with many - Elicit the answers from students. pens inside.

-Now ask students to work in pairs or 2. In the second picture, I can see small trees inside coconut groups to do the project. shells.

- Students follow the instructions in the 3. In the third picture, I can see beautiful flower vases made book. from tins.

- T can ask SS to do the project at home and present their products to the classin the next lesson. * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - revise vocabulary and grammar in unit 5 - make Project: “Creative ideas about reusing old things. ” * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 12 and To prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook.

- Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Unit 12 ( Getting started)

*- Evaluation: ……………………………………………………………………………………………………… ………………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week: UNIT 12: ROBOTS Period: Lesson 1: Getting started I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic robots and daily activities; - use the vocabulary and structures to talk about what a robot can do.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: robot , do the dishes , iron , useful , put sth away , repair , broken ,.. * Grammar: Superlatives of short adjectives.

2. Competences: use the vocabulary and structures to talk about what a robot can do.

3. Quality/behavior: To teach SS to work hard, Honesty, sense of responsibility, , know how to do daily activities in the house..

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 12, Getting started) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To introduce the topic of the unit. * Content: * Guessing word: * Products: Each group take turns guessing a letter in the puzzle correctly. * Organization of implementation: Teacher’s and Ss’activities Content T – SS * Warm up: * Guessing word - Teacher divides the class into two big groups. * Suggested answer: - Teacher draws a 6-letter word puzzle on the board.

- Each group will take turns guessing a letter in the R O B O T puzzle and get 10 points for a correct letter.

- The group finding out the correct word before all letters are written will get 50 points.

- The group with more points will be the winner. + Lead in - Teacher uses this word to introduce the new lesson.

S

2. They are in a robot show.

3. Doctor robot, teacher robot, worker robot, home robot, space robot

-Teacher plays the recording, asks students to underline the words that are related to the topic of the unit while they are listening and reading. * Role play.

Teacher can play the recording more than once.

Students listen and read.

Teacher invites some pairs of students to read the dialogue aloud.

* Presentation (5’) Pre teach vocabulary * Aim: To introduce the vocabulary appearing in the text.

* Content:Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content * Pre teach vocabulary - T - Ss. * Vocabulary - robot (n) /ˈrəʊbɒt/: người máy - Teacher use different techniques to teach - do the dishes (vph) / dɪʃiz/: rữa chén, đĩa vocab (pictures, situation, realia) - iron (v) /ˈaɪən/: là,ũi( quần áo) - Follow the seven steps of teaching vacab.

- useful (adj) /ˈjuːsfl/: có ích, hữu dụng - Repeat in chorus and individually - put sth away (vph) /pʊt əˈweɪ/: cất… đi - repair (v) /rɪˈpeə(r)/:sữa chữa - Copy all the words - broken (adj) /ˈbrəʊkən/: bể, vỡ

Task 2 * Aims: To help students understand the text. * Content: Complete the sentences, using the adjectives in the box. * Products: Students write the correct answers on the board. . * Organization of implementation: Teacher’s and Ss’activities Task 2: T-Ss, Ss-Ss - Teacher asks students to work independently to fill each blank with the adjective in the box from the conversation.

- Teachers may instruct them how to do the exercise and model with the first sentence:

- Teacher asks students to share their answers before discussing as a class.

- Teacher checks their answers as a class.

Content Task 2. Complete the sentences, using the adjectives in the box. * How to do the exercise 1. Read the sentence with the blank and try to work out the meaning of the whole sentence 2. Find the adjective in the box that can fit the blank meaningfully. * Answer key: 1. useful 2. fast 3. strong 4. smart 5. heavy

* Checking vocab: < Rub out and remember> * Practice: (20’) Task 1 * Aims: To practice the targeted language and the background knowledge of the topic Robots. * Content: Listen and read the dialouge * Products: Students read and understand the meaning of the dialogue.

Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read - Teacher asks student to open the textbook and 1. Who are they in the picture? draws students’ attention to the title of the 2. Where are Nick, Phong and Dr Adams? conversation and the picture in the textbook and 3. What are they talking about? asks them questions like: * Suggested answers: 1. They are Nick, phong and Dr Adams.

Task 3: * Aims: To help Ss further understand the text. * Content: Read the conversation again and tick T (True) or F (False). * Products: Students write the correct answer on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T-Ss, Ss-Ss Task 3: Read the conversation again and tick - Teacher has students look at the statements in T (True) or F (False). this activity and tells them how to do it by telling * The strategies to do the exercise them the strategies to do the exercise: 1. Read the statement - Teacher sets the time limit.

2. Underline the key words - Students work independently.

3.Read the text and pay attention to the key - Teacher allows students to share their answers words before discussing as a class.

4. Decide if each sentence is true or false - Teacher invites some pairs to give their answers * Answer key: and confirms the correct ones. Teacher may ask 1. T 2. F 3. T 4. F 5. T students to correct the false sentences.

Task 4 * Aims: To develop students’ knowledge of the vocabulary about daily activities. * Content: Match the activities with the pictures. * Products: Students read out their answers and write the answers on the board. * Organization of implementation: Teacher’s and Ss’activities Task 4: T-Ss, Ss-Ss -Teacher has students quickly match each activity with the picture in pairs.

-Teacher asks some students to read out their answers and write the answers on the board.

-Teacher checks as a class.

- With weaker classes, teacher can ask for translation of the activities to make sure they understand.

- With stronger class, teacher may ask some additional questions,

Content Task 4: Match the activities with the pictures. * Answer key: 1. b 2. c 3. e 4. d 5. f 6. a

conversation * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson.

- Read the dialogue again.

- Write about 5 sentences to describe what a robot can do.

- Prepare lesson 2 ( A closer look 1). *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

e.g. Can you iron clothes/make meals…? Who often makes meals in your family?

* Production:(5’) * Aims: To help students pratise saying phrases of human daily activities which are introduced in Task 4. * Content: Game – Miming * Products: Students take turns to act and guess * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, Ss-Ss Task 5: Game – Miming -Teacher asks students to work in group of 4.

Ex: -Teacher asks a more able student to help and A: What am I doing? demonstrates the game to the class first.

B: You’re doing the dishes.

1. Choose an activity in task 4.

2. Act it out and ask the question: What am I A: Yes, that’s right. / No, try again. doing?

Students take turns to act and guess.

3. Other students respond: You’re doing the dishes.

4. Respond: Yes, that’s right. / No, try again.

- Students take turns to act and guess. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:.summarize the content of the lesson. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

- Ss work indepently

Content - Some new words - Read and understand content of the

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week: UNIT 12: ROBOTS Period : Lesson 2: A closer look 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Robots; - use the vocabulary and structures to talk about what a robot can and cannot do; - pronounce and recognize the falling tone in statements.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: use the lexical items related to the topic Robots; * Grammar: Superlatives of short adjectives.

2. Competences: use the vocabulary and structures to talk about what a robot can and can’t do; pronounce and recognize the falling tone in statements.

3. Quality/behavior: To teach SS to work hard, Honesty, sense of responsibility; Teach students to help their parents with housework.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 12- A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic.

To lead in the lesson about vocabulary and pronunciation. * Content: Game: Matching * Products: Students match the names of daily activity with suitable pictures. * Organization of implementation: Teacher’s and Ss’activities Content - T – Ss, Ss - Ss -Teacher divides students into 4 groups and * Game: Matching (6Ps) delivers a set of 6 pictures about daily activities.

- Teacher asks students to work in groups and match the names of daily activity with suitable pictures.

- The fastest group will say “Bingo” and stick make meals iron clothes put toys away their work on board.

- Teacher checks the answers, asks the class to read out loud the activities and gives a small gift to the winning group.  Lead in: do the dishes move heavy things repair a broken Teacher leads students into the lesson by telling machine them that “In today's lesson, we are going to learn more words to describe what a robot can do and the falling tone in statements.”

* Presentation (7’) (Vocab- pre-teach) * Aim: To enrich students’ vocabulary with the topic “Robots”

* Content: Some vocabularies about Robots * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Vocabulary * Pre teach vocabulary - understand (v) to know or realize the meaning of - Teacher use different techniques to teach words, what somebody says, etc.

- pick (v): [picture] vocab (pictures, situation, explaination …..)

- water (v): [picture] - Repeat in chorus and individually - guard (n): [picture] - Copy all the words - delicious (adj) – [synonym]: yummy/tasty - helpful (adj) – [synonym]: useful * Checking vocab: < What and where> * Practice (15’) Task 1: * Aims: To revise/ teach the names of other human daily activities

* Content: Match the verbs in column A to the words or phrases in column B. (p. 60) * Products: Ss say the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1. Match the verbs in column A to the - Teacher has students quickly match the words or phrases in column B. (p. 60)

verbs in column A to the words/phrases in column B individually. Explain the words/ phrases if necessary.

- Teacher plays the recording for students to check their answers. Pause the recording after each phrase and ask them to repeat chorally and correct their pronunciation if necessary.

* Answer key: 1. c 2. a

3.b

4. e

5. d

Task 2: * Aims: To help students practice telling about people’s abilities, using the modal can/can’t and the phrases they have learnt in Task 1. * Content: Work in pairs. Tell your partner the activities in 1 you can or can’t do. (p. 60) * Products: Ss give examples exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Work in pairs. Tell your partner the - Teacher helps students remember the use of activities in 1 you can or can’t do. (p. 60) can to talk about ability in the present and * Examples: have some students give examples.

1.I can do the washing but I can’t work as a guard.

- Students work in pairs do the same sharing. 2. I can water plants but I can’t understand your - Teacher may go around to help weaker feelings. students.

- Teacher calls some pairs to share their answers with the whole class.

- Teacher gives feedback and corrections (if necessary).

Task 3: * Aims: To give students further practice on asking and answering about abilities, using the modal can and daily activities. * Content: Read, ask and answer questions. * Products: Ss ask and answer the Qs exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Work in pairs. Read, ask and answer questions. (p. 60) - Teacher models this activity with a stronger student. Remind students that they * Model answer: only use the information from the table to ask A: Can V10 do the washing? and answer about what the robot V10 can or B: Yes, it can. can’t do.

A: Can V10 repair a broken machine?

B: No, it can’t.

- Students work in pairs, ask and answer about what the robot V10 can or can’t do.

A: Can V10 read our mood?

- Teacher calls some pairs to practice in front B: No: It can't of the class and gives feedback.

4. A: Can V10 water plant?

B: Yes, it can 5. A: Can V10 understand what we say?

B: No, it can't * PRONUNCIATION (5’) (Pre-teach the falling tone in statements.)

* Aims: To help students indentify how to say statements with corrects tone. * Content: Explain how to use falling tones at the end of a statement. * Products: Students read and provide some more examples of statements . * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss *Falling tones in statements( Ngữ điệu xuống - Teacher briefly explains to the student that giọng trong câu trần thuật) we use falling tones at the end of a statement. 1. We go to school every morning.

Teacher provides an example of a statement 2. I can do the washing. and models the falling tone of the statement. 3. My father repairs - Teachers ask students to provide some more examples of statements * Practice (5’) Task 4: * Aims: To help students identify how to say statements in the correct tone. * Content: Listen and repeat the sentences. * Products: Some students read out the statements and invite comments from other students. * Organization of implementation: Teacher’s and Ss’activities Task 4 :T-Ss, - Teacher plays the recording and asks students to listen and repeat the statements.

- Remind students of the falling tone.

- Teacher ask some students to read out the statements and invite comments from other students.

Content Task 4:Listen and repeat the sentences. (p. 60) 1. I often water plants after school.

* Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to say statements with corrects tone. * Products: Say aloud what they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocabulary and how to say statements with they have learnt in the lesson corrects tone. * Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Learn by heart all the new words. the new lesson.

- Write a text to describe V10 using the sample in Exercise 5 and information in Exercise 3.

- Prepare lesson 3 ( A closer look 2).. *- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

2. Shifa can do many things like humans.

3. My dad makes delicious meals on weekends.

4. WB2 is the strongest of all the robots.

5. H8 is a home robot.

* Production (5’) Task 5: * Aims: To give students a chance to apply what they have learnt. * Content: Listen and practice saying the statements in the paragraph. * Products: Some students read out the statements in front of the class. * Organization of implementation: Teacher’s and Ss’ activities Content Task 5 :T-Ss, Task 5: Listen and practice saying the statements - Teacher has students say the statement in in the paragraph. (p. 60) the paragraph on pairs: one reads out the statements and the other gives comments My robot is Jimba. It's a home robot. It's very - Teacher plays the recording for students to helpful. It can do the housework, it can also water listen and compare with how their partners plants and pick fruit. It can work as a guard. I love have pronounced. my robot very much.

- Teacher asks some students to perform in front of the class.

- Other students give comments - Teacher gives more comments if needed. * Consolidation(3’)

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : Period :

UNIT 12: ROBOTS Lesson 3: A closer look 2

I. OBJECTIVES: By the end of the lesson, students will be able to know how to use superlative adjectives: short adjectives correctly.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: use the lexical items related to the topic Robots; * Grammar: Superlatives of short adjectives.

2. Competences: Students know how to use the superlative of short adjectives correctly.

3. Quality/behavior: To teach SS to work hard, Honesty, sense of responsibility; Teach students to help their parents with housework.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 12, A closer look 2) - Smart TV/Pictures, sets of word cards

- sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES: (STAGES) * Warm-up (5’) * Aim: To activate and anticipate students’ knowledge of superlative adjectives.

To introduce target grammar of superlative adjectives: short adjectives. * Content: Game: Sentence racing. * Products: Ss create many correct sentences from the word cards . * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Sentence racing.

- T – Ss Set of words: - Teacher divides the class into 4 groups.

1. the tallest - Teacher delivers a set of word cards which 2. the shortest contains superlative adjectives of short 3. the biggest adjectives to each group. the smallest - Teacher models a sentence first.

- Students will have to work in groups to create (e.g. Minh is the tallest in my class.) as many correct sentences from the word cards as possible.

- The group with more correct sentences will be the winner. Lead in : Teacher draws students’ attention to superlative adjectives in the sentence they have made and leads in the lesson.

* Presentation (7’) * Pre –teach grammar * Aim: To introduce the superlative of short adjectives. * Content: The form and use of superlative adjectives. * Products: Know how to use the superlative of short adjectives. * Organization of implementation: Teacher’s and Ss’activities Content

* Pre – vocab - T – Ss, Ss - Ss - Teacher briefly explains the form and use of superlative adjectives: - Teacher notices the way to construct the superlative of short adjectives in English:

* Superlative adjectives: short adjectives: * Form: The + short adj + est * Use: Superlative adjectives are used to compare more than three people or things, expressing the highest degree.

Task 1 * Aims: To help students practice forming the correct form of superlative adjectives. * Content: Write the superlative form of the adjectives in the table. * Products: Students write the superlative form of the adjectives in the table exactly. * Organization of implementation: Teacher’s and Ss’activities Task 1:T –Ss :

- Teacher asks students to do the exercise individually and then compare their answers with a classmate.

- Teacher checks the answers as a class.

Content Task 1: Write the superlative form of the adjectives in the table. * Answer key: Adjectives

Superlative form

fast

fastest

tall

tallest

noisy nice

noisiest nicest

hot light

hottest lightest

quiet heavy

quietest heaviest

large

largest

* Practice (10’) Task 2 * Aims: To help Ss practise forming the correct form of superlative adjectives in the sentences. * Content: Complete the following sentences with the superlative form of the adjectives in brackets. * Products: Ss write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Task 2: Complete the following sentences with - Ask Ss to read the instruction. the superlative form of the adjectives in brackets.

- Tell Ss what they should do.The first 1 is an example. sentence is done as an example.

- Ask Ss to do the exercise individually and then compare their answers with a classmate.

- Check the answers as a class. Confi rm the correct answers.

* Key: 2. smartest 3. Tallest 4. Smallest 5. cheapest

Task 3 * Aims: To help Ss practise forming the correct form of superlative adjectives ; To help Ss revise the form and use of comparative adjectives; To help Ss distinguish between comparative adjectives and superlative adjectives. * Content:Complete the following sentences with comparative or superlative form of the adjectives in brackets. * Products: Ss play in groups and complete the sentences correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 :T –Ss ; Ss- Ss Task 3: Complete the following sentences with - Teacher has students do the exercise by comparative or superlative form of the adjectives playing game : “ the big wheel” in brackets.

- Teacher devives the class into two teams. * Game : The big Wheel.

- Teacher gives compliments or good marks * Key: 1. tidier 2. hottest 3. faster 4. tallest 5. smarter to the winner of the game.

Task 4: * Aims: To give Ss further practice on using superlative adjectives. * Content: Look at the information of three robots: M10, H9 and A3 and talk about each of them, using superlative adjectives. * Products: Students work in pairs to say sentences comparing three robots in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, Ss- Ss Task 4: Work in pairs. Look at the information of three robots: M10, H9 and A3 - Ask Ss to look at 4 and explain what they have to do. and talk about each of them, using superlative - First, T models this activity with a stronger adjectives. (p. 62) student. * MODEL DISCUSSION: -Remind Ss that they only use the information from the table to describe the A: A3 is the tallest of the three robots. three robots using su perlat ive adjectives.

B: M10 is the youngest of the three robots.

- T may explain the meaning of the words A: A3 is the heaviest of the three robots. age, weight, height, price and ask Ss to elicit B: H9 is the cheapest of the three robots. the adjectives they can use to describe each A: M10 is the lightest of the three robots. row. …………………………..

- Students work in pairs to say sentences comparing three robots.

-Teacher moves around to offer help if needed.

- Teacher calls some pairs to perform in front of the class. * Production ( 5’)

Task 5 * Aims: To give students a chance to use the superlative of short adjectives in real life context.

* Content: Game * Products: Students say the correct sentences aloud. * Organization of implementation: Teacher’s and Ss’ activities * T-Ss, Ss- Ss

Content Task 5: Game - Find someone who…

- First, model the game Find someone who ... wit h a stronger stude nt.

- Have Ss work in pairs to ask and answer questions to fi nd out the student who is the shor test / tallest/ smartest, etc. in their class.

- Move around to offer help if needed.

* MODELLING A: Who is the tallest in our class?

B: Khoi is the tallest in our class.

- Teacher calls some pairs to report their findings.

Report:

In our class, Khoi is the tallest… *Consolidation (3’): * Aim: To consolidate what students have learnt in the lesson. * Content: Summarise the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher asks students to talk about what they have learnt in the lesson.

* Grammar: - How to use the superlative of short adjectives

* Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Do exercises in the workbook. the new lesson.

- Prepare lesson 4 ( communication) *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022

Week : UNIT 12: ROBOTS Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - express agreement and disagreement; talk about what a robot can do II. LANGUAGE ANALYSIS * Vocabulary: Some vocab related the topic. * Grammar: Expressing agreement and disagreement 2. Competences: Ss know how to express agreement and disagreement in English; talk about what a robot can do.

3. Quality/ behavior: To teach SS to work hard, Honesty, sense of responsibility; Teach students to help their parents with housework.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 12, communication) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ knowledge of what a robot can do.

To lead in the lesson about communication. * Content: Game - * Products: * Organization of implementation: Teacher’s and Ss’activities * T-Ss, Ss- Ss * Spider web: -Teacher draws a spider web on the board with the word A ROBOT CAN in the middle.

- Teacher asks students to name as many activities a robot can do as possible.

- Students give their answers.

- Teacher writes down the answers on the board.  Lead in: Teacher leads students into the lesson by T: telling that what they are going to learn how to express agreement and disagreement in English. * Presentation ( 5’) * EVERYDAY ENGLISH

To help Ss practise expressing agreement and disagreement. * Content: Some vocab related to the lesson. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content - T plays the recording for Ss to listen and Task 1: Listen and read the dialogues. Pay attention to the highlighted sentences. (p. 63) read the two short dialogu es between A and B at the same time.

- Ask Ss to pay attention to the A: I think robots can help us a lot in our daily life. highlighted sentences.

B: I agree with you.

- Elicit the structu res to express agreement A: Peter says robots can do everything like humans. and disagree ment from Ss (I agree / I B: I don't agree with him. disagree with ...) .

- Have Ss practise t he dialogues in pairs. * Agreement and disagreement expressions: - Call on some pairs to practise the dialogues in front of the class.

- Teacher asks students to provide some more expressions of agreement and disagreement they know.

* Practice (20’) Task 2 * Aims: To help students practice expressing agreement and disagreement.

Content

Task 1: * Aim: To introduce ways to express agreement and disagreement in English.

* Content: Work in pairs. Express your opinions about the statements * Products: Some pairs practice in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Express your opinions about the statements. (p. 63) - Teacher asks students to read the instruction and given statements, decide * Suggested answer. whether they agree or disagree with the A: Home robots are the most useful of all types of robots. statements.

B: I agree with you.

- Students work in pairs to make similar A: Some people can use robots to do bad things. dialogues, using the structures for B: I don't agree with you. expressing agreement and disagreement.

A: Robots will use too much electricity in the future.

- Teacher moves around to observe and B: I agree with you. provide help.

- Teacher calls some pairs to practice in front of the class and comment on their performance.

* My robot’s abilities

Task 3 * Aims: To help students practice using some grammar points and vocabulary related to the topic. * Content: Listen and fill the blanks with the words you hear. * Products: Students’correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T – Ss Task 3: Listen to the radio programme from 4Teen News. Fill the blanks with the words you - Teacher asks students to look at the hear. (p. 63) conversation and guess words can be filled * Answer key: in the blanks.

1. understand 2.sSmartest 3. put - Teacher plays the recording for the first 4. water 5. guard time and asks students to listen and fill in * Audio script: the blanks.

Speaker: Today we ask our friends: Tom from Australia, - Teacher asks students to share their Linh from Viet Nam and Nobita from Japan to tell about answers in pairs and plays the recording their robots. Tom, would you like to start? again for students to check their answers.

Tom: My robot can understand what I say.

- Teachers asks some students to role play It can also understand my feelings. It’s the smartest robot. the radio programme again, paying attention Speaker: Linh? to the use of the words of daily activities.

Linh: My robot is my best friend. It does a lot for me: clean the floor, put my toys away, and…

Speaker: And Nobita?

Nobita: My robot is very useful. It help me a lot. It can water my plants and even work as a guard.

Task 4 * Aims: To help Ss practise asking and answering about robots' abilities; To help Ss gain information for their report on robots' abilities. * Content: Interview three friends about what abilities they want their robots to have * Product: Students move around and interview their friends. * Organization of implementation: Teacher’s and Ss’activities Content T – Ss, Ss- Ss Task 4: Interview three friends about what - Teacher asks students to move around and abilities they want their robots to have. (p. 63) asks three classmates what abilities they Friends Abilities he/she wants his/her robot want their robots to have. to have - Teacher reminds students to write the names of the people they interview and note 1 Giang cook meals the answers in the table.

- Students move around and interview their friends.

2 Hoai Anh do her homework - When students have finished the interviews, teacher asks them to practice 3 Kiet play with him reporting the results of their interview in pairs. * Production Task 5 * Aims: To help students practice reporting the results of their interviews.

* Content: Report the results of their interview in Task 4. * Products: Some students report the results of their interview in front of the whole class. * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss – Ss

Content Task 5: Report the findings. (p. 63)

- Teacher calls some students to report the results of their interview in front of the whole class.

- After each student has finished the report, teacher invites comments from other student and correct any common errors.

* Example: I interviewed three of my friends about the abilities they want their robots to have. Giang wants her robots to cook meals. Hoai Anh wants her robot to do her homework.

And Kiet wants his robot to play with him.

* Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarise the content of the lesson. * Products: Ss say aloud what they have learnt . * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what - Some ways to express agreement and disagreement in English they have learnt in the lesson.

- Talk about what robots can do. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Revise the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content

- T reminds Ss to do homework and prepare - Do exercises in workbook.

- To prepare for the next lesson: Unit 12 Skills 1. the new lesson. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week :

UNIT 12: ROBOTS

Period : Lesson 5 : Skills 1 - develop reading skill for general and specific information; - identify different features of different types of robots; - use what they have learnt to practice describing what a robot can do.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: literature , subject , improve , look after , space station , planet ,.. * Grammar: Superlatives of short adjectives.

2. Competence: Students can read and understand general and specific information , Ss tell about what types of robots there are and what they can do.

3. Quality/behavior: To teach SS to work hard , Teach students to help their parents with housework.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 12 - skills 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic and introduce the topic of reading. * Content: Game: Brainstorming: What type of robot is that? * Products: Ss play in groups and give the corrects answers. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss , Ss - Ss * Warm-up: Brainstorming: What type of robot is that?

- Teacher divides the class into 4 groups.

- Each group will be assigned a name.

- Teacher asks students to brainstorm all words related to types of robot.

- Students choose the best option for each question appearing on the screen.

- The group having the most suitable and correct answers is the winner.

1.Home robot 2Teacher robot 3 Doctor robot 4. Worker robot 5. Space robot

* Pre- reading (7’) Pre – teach vocab * Aim: To let students find out the meanings of these lexical items themselves based on provided context.

* Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation:

Teacher’s and Ss’activities T –Ss , Ss- Ss - Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, explaination…..)

- Repeat in chorus and individually - Copy all the words

Content

* VOCABULARY - literature (n) [picture] - subject (n) [picture] - improve (v) [definition]: to become better than before - look after (phv) [synonym] take care of - space station (nph) [picture] - planet (n) [picture]

* Checking vocab: *Checking: What and where * Pre- reading (5’) * Aims: To introduce the topic of reading, to lead in the content of reading * Content: chatting ( some questions) * Products: Ss anwer the questions correctly. * Organization of implementation: Teacher’s and Ss’activities T –Ss , Ss - Ss - Ask Ss to work in pairs discussing questions about their knowledge of robots.

- Ask some Ss to say their answers in front of the class.

- T may ask some other questions about the activities each type of robots can or can't do.

Content Task 1:Work in pairs. Discuss the following question 1. What types of robots are there?

2. What robots are children interested in? * Suggested answer.

1.There are home robots, teacher robots and worker robots 2. Teacher robots(…)

* While – reading (10’) * Aims: To develop reading skill for general and specific information; to help Ss further develop reading for specific information (scanning). * Content: Read the text and choose the best answer ; and then fill the table. * Products: Ss say the correct answers aloud ( write the correct answers on the board) * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss Task 2: Read the text and choose the best answer to each of the questions.

- Teacher asks students to go through the * Keywords in multiple choice questions: questions (1 – 4) to make sure that they understand them and know what information * Answer key: 1. B is being asked.

2. C Students underline the key word(s) in each 3. C question to locate the answer in the reading 4. C text Teacher asks students to read the text and answer the questions. The fastest student

who gives the correct answers will get mark 10.

* Example:

whole class.

Task 3: Read the text again and fill the table. (p. 64)

- Teacher asks students to scan the text again and find the detailed information to complete the table.

- Teacher asks students to note down where they have found the information.

Students compare their answers with peers.

- Teacher checks students' answers as a class.

* Pre-Speaking ( 5’) Task 4 * Aims: To help students form the ideas for their speaking.

* Content: Discuss what you think robots can do in the five places * Products: Each group complete the table and stick it on the board. * Organization of implementation : Teacher’s and Ss’activities Content T –Ss , Ss - Ss Task 4 : Work in groups. Discuss what you think - Teacher divides the class into 5 groups and robots can do in the five places. (p. 64) assigns each group a place in Task 4.

Places What robots can do - Teacher provides each group with a piece Home do housework, take care of children of A2 paper and some markers.

Teacher asks students to work in groups, School teach students, help students to do exercises discuss what robots can do in the place they Factory move heavy things, repair broken things are assigned and note the ideas they have discussed on the paper.

Hospital take care of patients, diagnose Teacher goes around and offers help if Garden plant trees, water plants needed. * * While -speaking (5’) Task 5 * Aims: To help students use what they have learnt so far to talk about what robots can do in the place they are assigned. * Content: Present your discussion. * Products: Some groups share their discussion in front of the class. * Organization of implementation : Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 5. Work in groups. Take turns to talk about robots - Teacher invites some groups to share their and what you think they can do. Can you think of other discussion and makes sure they speak in full types of robots? sentences.

- Students share their discussion with the

I think another type of robot is entertainment robots. These robots can sing, dance and tell stories to make me happy.

* Post- speaking (5’) * Aims: To help students improve next time. * Content: Give comments for their friends and vote for the most interesting and informative presentation * Products: Ss give comments clearly and exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss * Students’ comments through group presentations - Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation.

- Teacher gives feedback and comments. * Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarize what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in font of the class. * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to talk about what they have learnt in the lesson.

Content

- 2 skills

*Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation:

- Teacher reminds students to do hw and prepare the new lesson

- Do Ex in WB - Choose a type of robot in reading text and write about what they can do.

- Prepare: Skills 2

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

- Teacher sticks 5 icons on the board, and divides the class into 5 big groups.

- Each group will be assigned a type of robot.

-Teacher asks students to brainstorm all abilities that the robot can have.

- The group having the most suitable answers is the winner.

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : Period :

UNIT 12: ROBOTS Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson, students will be able to: - listen for specific information about what a robot can do; - write a paragraph about the robot they want to have.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: literature , subject , improve , look after , space station , planet ,.. * Grammar: Superlatives of short adjectives.

2. Competence: Students can listen for specific information about what a robot can do; write a paragraph about the robot they want to have.

3. Quality/behavior: To teach SS to work hard , Teach students to help their parents with housework.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 12- Skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ knowledge of different types of robots.

To help students have the ideas of what the conversation is about. * Content: Write all abilities that the robots can have. * Products: Students' answers on the posters. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Brainstorming: T - Ss, Ss – Ss

 Lead in: “Today we are going to listen to a conversation about what robots can do and learn how to write about a robot you would like to have.”

* Suggested answers: - Space robot: build space stations, take measurements, collect samples, take pictures of planets, ect.

- Doctor robot: look after sick people, do the surgery, help the doctors, ect.

- Worker robot: build houses, move heavy things, - Teacher robot: help children study, teach English, literature, maths and other subjects, help children improve English pronunciation, ect.

- Home robot: cook meals, clean the house, do the washing, iron clothes, ect

* Pre -listening (5’) * Aim: To help Ss understand the gist of the conversation ; * Content: Listen to the conversation and tick the phrases you hear * Products: Students say the answers correctly. * Organization of implementation Teacher’s and Ss’activities Content T - Ss, Ss – Ss Task 1: Listen to the conversation and tick the phrases you hear. (p. 65) - Teacher asks students to underline key * Answer key: words in each of five given phrases and - look after sick people guess which phrases will appear in the conversation.

- understand what we say - Teacher plays the recording and asks - build the very high buildings students to tick next to the phrase they hear - teach many subjects from the conversation.

- Teacher calls some students to share their answers and confirms the correct ones * While -listening (10’) Task 2 * Aims: To help students develop listening skill for specific information( T/F)

* Content: Listen and tick T or F (work individually) * Products: Ss read aloud their answers and correct the false one(s). * Organization of implementation: Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task 2: Listen and tick True or False. (p. 65) - Teacher asks students to go through the * Answer key: statements (1 – 5) to make sure that they understand and know what information they 1. F (Robots can do quite a lot today.)

have to catch for the answers.

- Students underline the key word(s) in each statement and guess whether they are True or False individually. * Listen and decide True or False: - Teacher plays the recording.

- Teacher asks students to listen and tick the answers.

- Teacher asks students to compare their answers with the predictions made previously.

- Teacher calls on some students to read aloud their answers and correct the false one(s).

- Teacher checks students' answers as a class.

2. T 3. T 4. T 5. F (No, not everything. They can’t understand our feelings or play football.)

- Students work in pairs and share their notes with their partners.

Audio script:

* While-Writing (5’) * Aims: To help students practice writing a paragraph about the robot they would like to have.

Khang: Dr Adams, please tell me something about robots.

Dr Adams: Sure. Robots can do quite a lot today. Home robots can do housework. Doctor robots can look after sick people. And …

Khang: Can robots build houses?

Dr Adams: Yes. Worker robots can even build very high buildings.

Khang: Can they teach?

Dr Adams: Yes. Teacher robots can teach many subjects in a classroom or online.

Khang: Can they understand what we say?

Dr Adams: Yes, they do. They can even speak to us.

Khang: Robots can do everything like humans?

Dr Adams: No, not everything. They can’t understand our feelings or play football.

* Post- listening (3’) * Aims: To test students’ memory for the listening text in a creative way; to check students’ listening comprehension * Content: Summarize the information of the listening part. * Products: Students’ summarization about some main information of the listening part * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss * Summarize the information of the listening - Students work in groups of four.

- T invites one or two students to briefly tell part. about robots focusing on their abilities - Teacher helps if necessary. * Pre-Writing Task 3 (7’) * Aims: To help students prepare ideas for their writing.

* Content: Imagine a robot you would like to have and make notes about it. * Products: Ss complete the table and then stick it on the board . * Organization of implementation: Teacher’s and Ss’activities Content T-Ss, Ss-Ss Task 3: Imagine a robot you would like to - Teacher asks students to make notes on a have and make notes about it. (p. 65) robot they want to design (its name, type of * Model notes: robot, where it can work and what it can do). 1. Name of your robot Mimi - T reminds them that they do not have to 2. Type of robot Home robot write full sentences and they can use abbreviations.

- Teacher goes around and helps if needed.

3. Where it can work

At my house

4. What it can do for you

Help my Mum do the housework: clean the house, wash dishes and cook meals.

* Content: Write a paragraph of 50-60 words about the robot you would like to have. * Products: Students’ answers on the posters. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss Task 4: Write a paragraph of 50-60 words about the robot you would like to have. (p. 65) - Teacher introduces some structures to * Name: My robot’s name is… write about the robot: I would like to have a robot named…

- Teacher asks student to use the given I would name my robot … structures and the information they have * Type: noted in task three to write a paragraph It is a … about the robot they want to have. * Where it can work: - Students work in pair and write the passage It can work at… … is an ideal place for it. on the posters.

- T may display some of Ss' writings on the * What it can do: My robot can… wall/ notice board My robot is able to… * Post-Writing (3’) * Aim: To cross check and final check students’ writing. * Content:. Share your writing with the class * Products: Students’s perfect writing * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss Share your writing with the class - Teacher asks students to exchange their textbooks to check their friends’ writing.

- Teacher then calls one or two students to share their writing with the class.

- Teacher gives feedback. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: talk about what they have learnt in the lesson. * Products: Students present the content of the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - listen for specific information about what a robot can do;

- write a paragraph about the robot they want to have. * Homework (2’) - Aim: To revise the knowledge and rewrite their writing in the notebooks. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbooks and workbooks * Organization of implementation - Teacher asks students to write down the paragraph in their notebooks.

- Teacher asks students to prepare the new lesson.

Rewrite your writing.

Do the exercises in workbook.

Prepare LOOKING BACK AND PROJECT..

* Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

* Content: Look at the pictures and * Products: Students’ perfect sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Warm up : Game : Lucky number - T –Ss ; Ss - Ss Task 1: Write the correct words to complete the phrases - Teacher divides the class into 2 teams.

- Each team chooses the number they like, then tries to answer the question correctly.

- The team which chooses a lucky number will get two points without answering any questions.

- The team which has more points will be the winner.

- Teacher gives complements or good marks 1. ________the clothes 4. do the _____ to the winner of the game.

2. _______heavy things 5. ________the dishes.

3. _________fruit

Date :…………..

Week : UNIT 12: ROBOTS Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 12; - apply what they have learnt (vocabulary and grammar) into practice through a project.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: use the lexical items related to the topic Robots; * Grammar: Superlatives of short adjectives.

2. Competences: Use vocab, grammar and skills have learned in Unit 12 to practice fluently; Make a project “ ” 3. Quality/behavior: To teach SS to work hard, Honesty, sense of responsibility; Teach students to help their parents with housework.

III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 12 -Looking back and project) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES)

* Warm up : VOCABULARY (5’) * Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson.

6. _______ a broken machine.

Task 2 (5’) * Aim: To help students revise phrases related to daily activities. * Content: Fill in the blanks with the verbs from the box. * Products: Ss say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 2:Fill in the blanks with the verbs from - Teacher encourages students to complete the box. the task individually. * Answer key: - Students exchange their textbooks to 1. work compare their answers together.

2. make - Teacher gives feedback to the whole 3. repair class.

4. understand 5. waters * GRAMMAR (10’) Task 3+ Task 4 * Aims: - To help students revise the form and use of superlative adjectives. * Content: Use the correct form of the adjectives in brackets to complete the paragraph. * Products: Students write the perfect sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content - Task 3: T – Ss Task 3: Use the correct form of the adjectives - Teacher asks students to do the task in brackets to complete the paragraph. (p. individually first.

66) - Teacher then allows students to check their * Answer key: answers with a partner.

1. smartest - Teacher calls some students to write down the answers on the board.

2. smallest

- Teacher gives feedback as a class discussion.

3. lightest 4. strongest 5. cheapest

Task4 : T - Ss Task4: Complete the sentences with the superlative form of the adjectives in the -Teacher asks students to complete the task individually. brackets.

- Students exchange their textbook to discuss * Answer key: 1. highest the reasons about their answers.

- Students should record their original 2. largest answers to guide their self-assessment later.

3. longest - Teacher gives feedback as a class 4. widest discussion.

5. hottest 3 . Production(3’): * Aims: To give Ss further practice on using superlatives and comparatives of short adjectives. * Content: Rewrite the following sentences with no change in the meaning. * Products: Ss complete the correct sentences on the board. * Organization of implementation: - T - Ss, Ss – Ss Teacher asks students to complete the task individually.

- T calls on some students write the answers on the board.

- Teacher gives feedback and gives marks.

* Rewrite the following sentences with no change in the meaning.

1. Nobody is younger than my brother in my family.  My brother is…………………………………

2.The Sahara is the hottest desert in the world. No desert in the world ……………………………..

3.No one is busier than my mother in my family. My mother is ………………………………….

4.Nam is taller than his father His father ……………………………….

* Project (5’) * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: Make a project: Robot Design Competition * Products: Students’ project on the posters. * Organization of implementation: Teacher’s and Ss’activities T - Ss, Ss – Ss - Teacher divides students into 4 big groups.

- Teacher asks students to discuss the robot they want to design.

- Teacher asks them to consider the following information when designing the robot:

- Students summarize the information and design A0 size posters about the robot they want to design.

Content * PROJECT * Robot Design Competition 1. You are taking part in a robot design competition. Work in groups, decide what your robot is like and complete this table.

- Teacher asks the class to listen to the reports and ask questions if they would like to.

- Students will critically evaluate all the posters, then give 1 vote for the most attractive robot - Teacher gives comments and feedback to all 4 posters and awards a special prize to the group which has the most votes.

- Ask each group to show the picture and the description of their robot and present their design to the whole class.

- When all groups have presented their designs, - T may display all or some of the designs on the wall or notice board and have the whole class vote on the best robot.

Appearance

40 centimetres, 1 kilo, colors: red, yellow, green, blue

Where it can work

At home, at sc

What it can do Sing, dance, tell stories, do homework, communicate

2. Present your designs to other groups. Vote on the best robot Hello everyone, this is the drawing of my favourite robot. Its name is Funny. It is an entertainment robot. It’s 40 centimetres high and 1 kilo heavy. It has colors of grey, pink, red, yellow, green and blue. It’s lovely with big eyes and a smiling face. It can work both at home and at school. It can sing, dance and tell stories. It can also help me do my homework and talk with me.

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - Revise vocabulary related the topic “ Robot” - Teacher asks students to talk about what - Grammar: Superlatives of short adjectives. they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 12 and To prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook.

- Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare REVIEW 4

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Robot name

Funny