Kế hoạch bài dạy Tiếng Anh Lớp 6 Sách Kết nối tri thức với cuộc sống - Chương trình cả năm

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 6 Sách Kết nối tri thức với cuộc sống - Chương trình cả năm

1. REVIEW 1 (UNITS 1+2+3) Lesson 1: Language Lesson aim(s) 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. Materials (referenced) - Grade 6 text book, Review 1 - Language - Pictures, printed chart, crossword puzzle - sachmem.vn Anticipated difficulties Solutions 1. Students may find the lesson - Encourage students to work in pairs, boring due to a large number of in groups so that they can help each language exercises. other. - Design as many exercises as games as possible. - Provide feedback and help if necessary. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 160
2. Board Plan Date of teaching Review 1 Lesson 1: Language * Warm-up Memory game: Complete the chart. I. Practice * Pronunciation Task 1: Choose the word whose underlined part is pronounced differently. Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/. * Vocabulary Task 3: Complete the words. Task 4: Solve the crossword puzzle. * Grammar Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C. Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets. * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up To revise the * Memory game 5 language that - Teacher draws/sticks an Team work mins students have unfinished chart which learnt in Units summarizes the language 1+2+3. that students have learnt in Units 1, 2, 3 on the board. - Teacher divides the class into 2 teams and asks students to run in a relay to complete the chart: 161
3. - The team with the most correct answers will be the winner. Suggested answer: Practice To help * PRONUNCIATION 35 students Task 1: Choose the word mins review the whose underlined part is pronunciation pronounced differently. of the sounds - Teacher elicits the rules T-Ss learnt in Units of pronouncing final -s if 1-2-3: /ɑ:/ and needed. /ʌ/; /s/ and /z/ - Students do this exercise S correctly. individually then share Ss-Ss their answers with their partners. T-Ss 162
4. - Teacher gives feedback and confirms the answers. Answer key: 1. C 2. A 3. B 4. A To help 5. B students review the Task 2: Write the names pronunciation of school things and of the sounds furniture in the house /b/ and /p/ in which begin with /b/ and words. /p/. Pair work - Teacher organizes this task as a game. - Students do this task in pairs. The pair that finds the most words will go to the board and write their answers. - Other pairs may want to T-Ss add more words. Write other words on the board. - Teacher gives feedback and confirms the answers. Suggested answers: /b/ book, bag, bed /p/ pen, pencil, picture, poste To help students review the * VOCABULARY word groups Task 3: Complete the words. 163
5. used with - Teacher has students do S “play, have, this task individually and do” and then share their answers “study”. with their partners. - Teacher calls one or two T-Ss students to write their answers on the board. - Teacher checks and confirms the correct ones. Answer key: 1. English 2. homework 3. lunch 4. sports 5. badminton play: sports, badminton have: lunch do: homework study: English To help students Task 4: Solve the review the crossword puzzle. personality - Teacher sticks the adjectives, the crossword puzzle on the words related board. to body parts, - Teacher divides the class Team work rooms and into 2 teams and asks types of students to run in a relay house. to complete the crossword puzzle. - The team with the most correct answers will be the winner. Answer key: 164
6. To help students review grammar elements taught in Units 1-2-3: * GRAMMAR T-Ss prepositions Task 5: Look at the of place, picture of a classroom. possessive Choose the best answer case and A, B, or C. present - Teacher has students continuous. look at the picture of a classroom and complete the sentences. Ss-Ss T-Ss - Students compare their answers with a classmate. - Teacher checks and confirms the correct answers. Answer key: 1. B 2. A 3. A 4. B 5. C T-Ss 165
7. Task 6: Complete the sentences with the present simple or the present continuous form S of the verbs in brackets. - Teacher elicits form and usage of the present simple and the present continuous. - Teacher asks students to T-Ss do the exercise individually before calling one or two students to write their answers on the board. - Teacher checks students’ answers and asks them for explanation if necessary Answer key: 1. is / ’s raining 2. do you have 3. Is she studying 4. likes 5. is not / isn’t cooking; is reading Consolidation To Teacher asks students to T-Ss 4 consolidate talk about what they have mins what students learnt in the lesson. have learnt in the lesson. Homework To prepare for Prepare for Review 1 – T-Ss 1 the next Skills. min lesson. 166
8. REVIEW 1 (UNITS 1+2+3) Lesson 2: Skills Lesson aim(s) 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. Materials (referenced) - Grade 6 textbook, Review 1 – Skills - sachmem.vn Anticipated difficulties Solutions 1. Students may find the lesson - Encourage students to work in pairs, boring due to a large number of in groups so that they can help each language exercises. other. - Design as many exercises as games as possible. - Provide feedback and help if necessary. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 167
9. Board Plan Date of teaching Review 1 Lesson 2: Skills * Warm-up Chatting I. Practice * Reading Task 1: Choose A, B, or C for each blank in the email below. Task 2: Read the text and answer the questions. * Speaking Task 3: Interview two of your classmates about what they like and dislike about your school. Report their answers. * Listening Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word. * Writing Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family member. Use these questions as cues. * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up To increase * Chatting: 5 students’ - Teacher asks students T-Ss mins interest and some questions to lead lead them into them into the lesson: the lesson. 1. Do you have any pen pals? 2. How do you communicate with your pen pal? 3. Do you often write emails to your pen pal? - Teacher lead in the reading part of the lesson. 168
10. Practice To help * READING 35 students Task 1: Choose A, B, or mins practise C for each blank in the reading for email below. specific - Students do these S information. exercises individually. - Students check their Ss-Ss answers with their partners before they give the answers to teacher. - Teacher confirms the T-Ss correct answers. Answer key: 1. A 2. C 3. C 4. B 5. B To help Task 2: Read the text students and answer the practise questions. reading for - Students do these S general exercises individually. information. - Students check their Ss-Ss answers with their partners before they give the answers to teacher. - Teacher confirms the T-Ss correct answers. Answer key: 1. It’s in a quiet place not far from the city center. 2. They are hard-working and kind. 3. They are helpful and friendly. 4. There are five clubs. 169
11. 5. Because it’s a good school. * SPEAKING To help Task 3: Interview two of students your classmates about practise what they like and asking and dislike about your answering school. Report their about what answers. they like and dislike about their school and the reasons why. - Teacher has students Group work in groups of three. work One interviews the other two about what they like and dislike about their school and the reasons why. - Teacher tells students to write their group members’ answers in their notebooks and report them to the class. - Teacher summarizes students’ ideas. T-Ss * LISTENING Task 4: An and Mi are talking on the phone. To help Listen and fill each students blank with one word. review - Teacher has students listening for read the sentences. specific - Teacher plays the T-Ss information. recording for the first time. 170
12. - Teacher asks students to listen and complete the sentences. Ask for their answers and writes them on the board. - Teacher plays the recording the second time for students to check their answers. - Teacher checks students’ answers. - Teacher plays the recording the last time if necessary, stopping at different places where students got the wrong answers. Answer key: 1. home 2. plants 3. living 4. sleeping 5. TV Audio script: An: Why is it so quiet, Mi? Are you home alone? Mi: No. Everybody is here, but they are in different rooms. An: Where’s your mum? Is she cooking in the kitchen? Mi: No. She’s watering the plants in the garden. An: And where’s your dad? Mi: He’s in the living room. An: What’s he doing? 171
13. Mi: He’s listening to the radio. An: What about your younger brother? Is he with your mum? Mi: No. He’s sleeping in my bedroom. My cousin, Vi, is here too. An: What’s she doing? Mi: She’s watching TV. * WRITING Task 5: Write an email To help of about 50 words to students your friend. Tell him/ complete a her about a family guided member. Use these paragraph of questions as cues. 40-45 words - Teacher elicits the parts about a of an email. student’s - Teacher asks students T-Ss family to discuss and answer member. the questions in pairs. - Teacher then has them write their emails individually. Ss - Teacher asks one student to write the email on the board. - Other students and teacher comment on the email on the board. - Teacher then collects some emails to give feedback at home. Consolidation To Teacher asks students to T-Ss 4 consolidate talk about what they have mins what students learnt in the lesson. have learnt in the lesson. 172
14. Homework To prepare for Prepare for Unit 4. T-Ss 1 the next min lesson. REVIEW 2 (UNITS 4-5-6) Lesson 1: Language Lesson aim(s) 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 4-5-6. Materials (referenced) - Grade 6 textbook, Review 2, Language - Pictures, printed chart - sachmem.vn Anticipated difficulties Solutions 1. Students may find the lesson - Encourage students to work in pairs, boring due to a large number of in groups so that they can help each language exercises. other. - Design as many exercises as games as possible. - Provide feedback and help if necessary. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 173
15. Board Plan Date of teaching Review 2 Lesson 1: Language * Warm-up Memory game I. Practice II. Pronunciation Task 1: Listen and circle the word with the different underlined sound. III. Vocabulary Task 2: Write the words in the box (a-h) next to their opposite (1-8). Task 3: Choose the correct word/ phrase for each definition. IV. Grammar Task 4: Complete the sentences with the correct answer A, B, or C. Task 5: Complete the sentences with should or shouldn’t. * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up To remind * Memory game: Group 5 students the - Teacher divides the work mins knowledge that class into 4 big they have learnt groups. in Units 4-5-6. - Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 4, 5, 6 and asks them to complete the chart. - The group which finishes correctly and more quickly is the winner. 174
16. Answer key: Practice To help students * PRONUNCIATION: 35 review the Task 1: Listen and mins pronunciation of circle the word with the sounds learnt the different in Units 4-5-6: underlined sound. /ɪ/ and /i:/, /t/ and - Students do this S /d/, and /s/ and /∫/ exercise individually correctly. then share their answers with their partners. - Teacher gives T-Ss feedback and confirms the answers. Answer key: 1. A 2. C 3. B To help students 4. C review the 5. C adjectives * VOCABULARY: 175
17. describing the Task 2: Write the neighbourhood, words in the box (a-h) the wonders of next to their opposite Viet Nam, and (1-8). Tet holiday. - Teacher prepares sets of words and organises this task as a game. Team work - Teacher divides the class into 2 teams, gives each team 2 sets of words. One set includes the adjectives in the box and the other includes their opposites T-Ss - Teacher lets students To help students come to match on the identify the board. words through - The team matching their definitions. faster and correctly is the winner. To help students 1. d 2. g 3. f 4. b review grammar 5. a 6. h 7. c 8. e elements taught in Units 4-5-6: Task 3: Choose the must/ mustn’t, correct word/ phrase some/ any, and for each definition. comparative - Teacher has students adjectives. do this task individually and then share their answers with their partners. S - Teacher calls one or two students to write their answers on the board. - Teacher checks and T-Ss confirms the correct To help students ones. review the use of Answer key: 176
18. should/ 1. waterfall shouldn’t. 2. compass 3. museum 4. wish 5. lucky money * GRAMMAR: Task 4: Complete the sentences with the correct answer A, B, or C. - Teacher has students S do the exercise individually. - Teacher asks students Pair work to exchange their answers and discuss if there is any difference in their answers then checks students’ answers as a class, and explains if needed. Answer key: 1. B 2. C 3. C 4. A 5. A Task 5: Complete the sentences with should or shouldn’t. - Teacher has a brief revision of should/ shouldn’t by giving a phrase showing an activity. Students speak aloud if they 177
19. should/ shouldn’t do it. - Teacher lets students do this exercise independently. T-Ss - Teacher checks their answers as a class. Answer key: 1. should 2. shouldn’t 3. shouldn’t 4. should 5. should Consolidation To consolidate Teacher asks students to T-Ss 4 what students talk about what they mins have learnt in the have learnt in the lesson. lesson. Homework To prepare for Prepare for Lesson 2: T-Ss 1 the next lesson. Skills. min 178
20. REVIEW 2 (UNITS 4-5-6) Lesson 2: Skills Lesson aim(s) 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 4-5-6. Materials (referenced) - Grade 6 textbook, Review 2, Skills - CD player - sachmem.vn Anticipated difficulties Solutions 1. Students may find the lesson - Encourage students to work in pairs, in boring due to a large number groups so that they can help each other. of language exercises. - Design as many exercises as games as possible. - Provide feedback and help if necessary. 2. Some students will - Define expectation in explicit detail. excessively talk in the class. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 179
21. Board Plan Date of teaching Review 2 Lesson 2: Skills *Warm-up Chatting I. Practice II. Reading Task 1: Read the passage and match the headings (A, B, C) with the paragraphs. Task 2: Read the passage again and choose the correct answer A, B or C. III. Speaking Task 3: Work in pairs. Read the passage Visit Singapore again and make a list of the places. take turns to ask and find out which place your partner wants to visit and why. IV. Listening Task 4: Mai’s family is talking to a travel agent about their trip to Singapore. Listen and tick () T (True) or F (False). V. Writing Task 5: Complete this paragraph to describe the place you live. * Homework Stage Stage aim Procedure Interaction Time Warm-up To increase * Chatting: T-Ss 3 students’ - Teacher asks students mins interest and some questions to lead lead them into them into the lesson: the lesson. 4. Do you want to visit Singapore? 5. Do you know what is Singapore famous for? - Teacher leads in the reading part of the lesson. Practice To help * READING 38 students Task 1: Read the mins practise passage and match the reading for 180
22. general headings (A, B, C) with information. the paragraphs. S - Teacher has students read the headings and the paragraphs carefully before matching. T-Ss - Teacher asks students to underline the words/ phrases in the paragraphs which help them do the matching and goes through the underlined words and phrases students have done, then guides them how to look for clues. This will help students do activity 2 more easily. - Teacher checks the answers as a class. Answer key: 1. B 2. C 3. A To help Task 2: Read the students passage again and practise choose the correct T-Ss reading for answer A, B or C. specific - Teacher has students information. read each sentence and look for the key word(s) in it. - Teacher decides where to look for the information (paragraph 1, 2, or 3). This will make it quicker and easier for students to find the correct answers. 181
23. E.g. Sentence 1 has ‘plants and flowers’ → go to paragraph 1: Nature. - Teacher checks students’ answers as a class. Answer key: 1. A 2. A 3. B 4. C * SPEAKING To help Task 3: Work in pairs. students Read the passage Visit practise asking Singapore again and and answering make a list of the places. about a place take turns to ask and they want to find out which place visit and your partner wants to explain why. visit and why. - Teacher asks students to Pair work refer to the passage about Singapore (Reading 1) and make a list of the places mentioned. - Teacher asks students T-Ss To help some time to form their students review own ideas of where to listening for go and why they want specific to go there, then work in information pairs, asking and (T/F answering to find out questions). where their partners want to go and why. - Teacher goes round and supports students if it’s needed. 182
24. - Teacher calls some students/ pairs to present their ideas to the class. * LISTENING Task 4: Mai’s family is talking to a travel agent about their trip to Singapore. Listen and tick () T (True) or F S (False). - Teacher allows students some time to read the statements carefully to have some ideas what the listening is about. - Teacher guides students to look for key words which can help them focus while listening. For example: four days (1), won’t go (2) a full day (3) - Teacher plays the recording twice or three times (as needed). Students listen and tick the answers. - Teacher allows students Pair work to swap their answers. - Teacher checks their answers as a class, encourages students to correct the false T-Ss statement(s). If there is still time, teacher may give students some information about the 183
25. Light and Sound Show and Sentosa. - The Light and Sound Show: a form of nighttime entertainment that is usually presented outdoor, using light and sound to tell a story of history. - Sentosa: a sunny island in Singapore, a big centre of entertainment, which offers activities for people of different age groups. There are Sea Aquarium, Butterfly Park, Insect Kingdom, Skyline Luge, Cove Waterpark, Universal Studio, and the famous Light and Sound Show. Answer key: 1. T 2. F 3. T 4. T 5. F Audio script: Travel agent: Here we have a four-day programme for you Mai’s mother: Do we visit somewhere natural? Travel agent: Oh yes. We have two days for nature: one day at the National Park and one day at the zoo. Mai’s mother: How about Sentosa? 184
26. Travel agent: Sentosa is a ‘must’ for families. We spend one day there. Mai’s mother: Is it enough? Travel agent: We start early and return late. There we visit the Sea Aquarium Mai’s mother: What is it? Travel agent: It’s a zoo for fish. Mai’s mother: Great. Travel agent: In the evening we will watch the Light and Sound Show. And the last day is for To help *WRITING students Task 5: Complete this complete a paragraph to describe guided the place you live. T-Ss paragraph of - Teacher has students about 50 words read the guided to describe paragraph first and their decide which neighbourhood. information is needed for each blank. S - Teacher allows them some time to think about the information they need to complete the frame. - Teacher allows them some time to do the task. - Teacher goes round and check if they are doing the job correctly and offers help if needed. 185
27. - Teacher calls on one or two volunteers to read aloud their answers then calls for other students’ comments. - Teacher collects some writings to correct at home. Consolidation To consolidate Teacher asks students to T-Ss 3 what students talk about what they have mins have practice practice in the lesson. in the lesson. Homework To prepare for Prepare for Unit 7 – T-Ss 1 the next lesson. Lesson 1. min UNIT 1: MY NEW SCHOOL Lesson 1: Getting started – A special day Lesson aim(s) By the end of the lesson, students will be able to: - have an overview about the topic My new school; - use the vocabulary to talk about school things. Language analysis Form Meaning Pronunciation 1. subject (n) the thing that is being studied /ˈsʌbdʒekt/ 2. uniform (n) a set of clothes that has to be worn by /ˈjuːnɪfɔːm/ the members of the same group of people 3. calculator (n) an electronic device used for /ˈkổlkjəleɪtər/ mathematical processes Materials (referenced) 186
28. - Grade 6 textbook, Unit 1, Getting started - Projector/ pictures and cards - sachmem.vn Anticipated difficulties Solutions Students may lack experience of - Encourage students to work in groups so group/ team work. that they can help each other. - Give short, clear instructions and help if necessary. 187
29. Board Plan Date of teaching Unit 1: My new school Lesson 1: Getting started * Warm-up Memorising game I. Vocabulary 1. subject (n) 2. uniform (n) 3. calculator (n) II. Practice Task 1: Listen and read. Task 2: Read the conversation again and tick (✔) T (True) or F (False). Task 3: Write one word from the box in each gap. Task 4: Match the words with the school things. Then listen and repeat. Task 5: Write names of the things you can see around the class in your notebook. * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up - To activate * Memorising game: Team work 5 students’ - Teacher divides class into mins knowledge on 2 teams. the topic of - Teacher asks students to the unit. close the books, shows - To set the the picture (pages 6 context for the and 7) and asks them to listening and memorise every detail in reading part. the picture in 1 minute. - Teacher hides the pictures and asks questions about the picture. The team who has more correct answers is the winner. 1. How many people can you see in the picture? 188
30. 2. Who are they? 3. Where are they? 4. What are the two students carrying on their backs? 5. Where are they going to go? Suggested answers: 1. I can see three people. 2. They are students. 3. They are at one of the boys’ home. 4. They are carrying school bags/ backpacks. 5. They are going to go to school. - Teacher sets the context for the listening and reading text: Write the title on the board A special day. Explain the meaning of special and ask students to guess what the conversation might be about. Presentation To prepare VOCABULARY T-Ss 5 (Vocab – students with Teacher introduces the mins pre-teach) vocabulary. vocabulary by: - giving explanations; - showing the pictures illustrating the words. 1. subjects (n) [explanations] 2. uniform (n) [picture] 3. calculator (n) [picture] Practice - To have Task 1: Listen and read. T-Ss 5 students know - Teacher plays the mins the topic. recording twice. - Students listen and read. 189
31. - Teacher checks students’ prediction. - Teacher calls 3 students to read the conversation aloud. - To have students get Task 2: Read the 7 specific conversation again and mins information of tick (✔) T (True) or F the text. (False). - Teacher tells students to T-Ss read the conversation again and work independently to find the answers. Remind students to underline the information and correct the false statements. - Teacher has students pair Ss-Ss compare before checking with the whole class. - Teacher calls some T-Ss students to give the answers. Answer key: 1. T 2. F 3. T 4. T 5. F - To check students Task 3: Write one word 5 understanding from the box in each gap. mins of the - Teacher has students read conversation the conversation again, S and help work independently to students use put a suitable word from the box to fill in the gap. 190
32. the words in - Teacher calls one student context. to share his/her answer on the board. T-Ss - Teacher asks students to look at the board, check their mate’s answer. Ss-Ss Answer key: 1. wear 2. has 3. go 4. uniforms 5. subjects Task 4: Match the words - To provide with the school things. 7 students Then listen and repeat. mins vocabulary. *Pelmanism - Teacher divides the class into 2 teams. - Teacher put two sets of T-Ss cards, one includes pictures of school things Ss-Ss and the other includes their names. Members from two teams take turns and matchs the names with the correct pictures as fast as possible. The team matched faster and correctly is the winner. 191
33. Task 5: Write names of the things you can see - To check around the class in your 6 students’ notebook. Group mins vocabulary - Students work in groups work and improve of four to look around the group work class and write down skill. things they can see in the class. - Students may ask teacher if they don’t know the names of the items. - Students share with the whole class. Consolidation To consolidate Teacher asks students to T-Ss 3 what students talk about what they have mins have learnt in learnt in the lesson. the lesson. Homework To review the - Do exercises in the T-Ss 2 lesson and workbook. mins prepare for the - Think of activities next lesson. students can do at school. 192
34. UNIT 1: MY NEW SCHOOL Lesson 2: A closer look 1 Lesson aim(s) By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - use the combinations: to study, to have, to do, to play + N; - pronounce correctly the sounds /ɑː/ and /ʌ/. Language analysis Form Meaning Pronunciation 1. science (n) a particular subject that is studied /ˈsaɪəns/ using scientific methods. 2. exercise (n/v) physical activity that you do to make /ˈeksəsaɪz/ your body strong and healthy. Materials (referenced) - Grade 6 textbook, Unit 1, A closer look 1 - Projector/ Pictures - sachmem.vn Anticipated difficulties Solutions 1. Students may have difficulties Provide students some tips by identifying the in distinguishing two sounds letters may include each sound. /ɑː/ and /ʌ/. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan 193
35. Date of teaching Unit 1: My new school Lesson 2: A closer look 1 * Warm-up Game: Hot seat I. Vocabulary 1. science (n) 2. exercise (n/v) Task 1: Listen and repeat the words. Task 2: Put the words in the correct columns. Task 3: Put the words in the blanks. II. Pronunciation Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/. Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/. III. Production Game: Who is faster? * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up To activate * Game: Hot seat Team work 5 students’ prior - Teacher divides students mins knowledge and into 2 teams. vocabulary Each team has a related to the member standing topic. against the board. - Teacher shows pictures of some activities one by one and other members use body language to let their team member guess the names of the activities. - The team with the most correct answers in the fastest time is the winner. 194
36. Answer key: play football listen to music skip rope 195
37. drink water watch TV play video games Presentation To enrich VOCABULARY T-Ss 3 (Vocab – students’ - Teacher introduces the mins pre-teach) vocabulary. vocabulary by: + providing explanations of the words; + showing picture illustrating the word. 1. science (n) [picture] 2. exercise (n/v) [explanation] 196
38. Practice To teach Task 1: Listen and T-Ss 16 students some repeat the words. mins activities they - Teacher asks students to can do at school. listen and repeat the words. - Teacher calls some students to read the words aloud. To help student identify which Task 2: Work in pairs. nouns go after Put the words in Task 1 which verbs to in the correct columns. make names of - Teacher asks students to Pair work school activities. work in pairs and use the words in Task 1 to put into the correct columns. - Students work in pairs and do the task. - Teacher calls some pairs T-Ss to share their answers with the whole class. - Teacher gives feedback and corrections (if necessary). Answer key: play do football homework music exercise have study school lunch English lessons history science - Teacher explains which nouns go with each verb to make meaningful names of activities. - Teacher asks students to work in groups of four and add as many words 197
39. into each column as possible. To help students Task 3: Put the words in use the the blanks. vocabulary in - Teacher asks students to context. work independently and S put a suitable word in each blank. - Teacher allows students to share their answers Ss-Ss before discussing as a class. - Teacher asks some students to share the T-Ss answers and gives feedback. Answer key: 1. homework 2. football 3. lessons 4. exercise 5. science Presentation To help students PRONUNCIATION T- Ss 5 (Pre-teach have concept - Teacher introduces 2 mins the sounds and identify the sounds /ɑː/ and /ʌ/ to /ɑː/ and /ʌ/) sounds /ɑː/ and students and lets them /ʌ/. watch a video about how to pronounce these two sounds. watch?v=1F47WdIjn5U watch?v=zUpF0pYoTZ8 - Teacher asks students to give some words they know containing these sounds. Suggested answers: 198
40. -/ɑː/: car, start, after, party - /ʌ/: cut, one, country - Teacher draws students attention to the letters containing the sounds and helps them identify the sounds. Practice To help students Task 4: Listen and T-Ss 6 identify and repeat. Pay attention to mins practise the /ɑː/ the sounds /ɑː/ and /ʌ/. and /ʌ/ sounds. - Teacher asks students to listen and repeat. - Students work independently. To help students Task 5: Listen and practise the repeat. Underline the sounds /ɑː/ and words with the sounds /ʌ/ in sentences. /ɑː/ and /ʌ/. Pair work - Before listening, teacher let students discuss in pairs and find the words with the sounds /ɑː/ and /ʌ/. T- Ss - Teacher plays the recording for students to check and repeat the sentences. Production To give students * Game: Who is faster? Group 5 a chance to - Teacher divides students work mins apply what they into groups of four, have learnt. gives each group a piece of paper, asks them to write sentences including 2 features: 199
41. school activities and one of the sounds /ɑː/ or /ʌ/. - (e.g: I usually play basketball with my brother.) - 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 To consolidate Teacher asks students to T-Ss 3 what students talk about what they have mins have learnt in learnt in the lesson. the lesson. Homework To revise what - Rewrite the sentences T-Ss 2 they have learnt. into notebooks. mins - Find 3 more school activities that have the sound /ɑː/ or /ʌ/. 200
42. UNIT 1: MY NEW SCHOOL Lesson 3: A closer look 2 The present simple Lesson aim(s) By the end of the lesson, students will be able to use the present simple tense. Language analysis Form Example S + Vinf/ V(s/es) + . I usually go to school by bike. S + don’t/ doesn’t + Vinf + . She doesn’t like school lunch very much. Do/ Does + S + Vinf + ? Do they live near here? W/H + do/does + S + Vinf + ? What do you often do after school? Materials (referenced) - Grade 6 textbook, Unit 1, A closer look 2 - Projector/Pictures, sets of word cards - sachmem.vn Anticipated difficulties Solutions 1. Students may find confused Give short and clear explanations with when to use the present simple legible examples for each case. tense. 2. Students may have - Give clear instructions, give examples underdeveloped speaking and before letting students work in groups. co-operating skills. - Provide feedback and help if necessary. 201
43. Board Plan Date of teaching Unit 1: My new school Lesson 3: A closer look 2 * Warm-up Game: Sentence puzzling I. Grammar focus 1. Present simple tense Task 1: Elicit the present simple tense Task 2: Choose the correct answer A, B or C. (Ex. 1, p. 9) Task 3: Write the correct form of verbs (Ex. 2, p. 9) 2. Adverbs of frequency Task 4: Fill the blanks with usually, sometimes or never. (Ex. 3, p. 10) II. Practice Task 5: Choose the correct answer A or B to complete the sentences. (Ex. 4, p. 10) III. Production Task 6: Work in pairs. Make questions then interview your partner. (Ex. 5, p. 10) * Homework Stage Stage aim Procedure Interaction Time Warm-up To activate * Game: Sentence 5 students’ prior puzzling mins knowledge - Teacher divides the Group work related to the class into 4 groups. targeted - Teacher delivers a set of grammar of word cards which are present simple jumbled sentences in tense and to present simple to each increase group. students’ - Students will have to interest. work in groups to create as many correct sentences from the word cards as possible. - The group with the most correct sentences will be the winner. 202
44. Suggested sentences: 1. live near Peter s his school. 2. We go to the same school. 3. have new They subjects. 4. We always look smart in our uniforms. Lead in To introduce the - Teacher draws students’ T-Ss 2 targeted attention to the form of mins grammar of the the sentences created in present simple the game and asks them tense. whether they know the target tense. Presentation To help students 1. THE PRESENT 22 know and SIMPLE TENSE mins understand the Task 1: Elicit the T-Ss use of the present present simple tense simple tense. - Teacher provides or confirms the answers and leads in the grammar focus of the lesson: Positive S + Vinf/ V(s/es) + . Negative S + don’t/ doesn’t + Vinf + . Interrogative Do/ Does + S + Vinf + ? Answer Yes, S + do/does. No, S + don’t/ doesn’t. W/H questions 203
45. W/H + do/does + S + Vinf + ? Notes Use do/don’t with: I, you, we, they and singular noun forms. Use does/ doesn’t with: she, he, it and plural noun forms. - Teacher gives students some time to study the grammar box. Task 2: Choose the correct answer A, B or C. S - Teacher has students work independently, look at the form and do Exercise 1 – page 9. Pair work - Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary). Answer key: 1. A 2. C 3. B 4. A 5. C Task 3: Write the correct form of the verbs. S - Teacher asks students to work independently. T-Ss - Teacher calls 1 or 2 students to write their 204
46. answers on the board, checks their answers sentence by sentence. Answer key: 1. has 2. Do you have 3. like 4. Does Vy walk 5. ride 6. go 2. ADVERBS OF T-Ss FREQUENCY - Teacher asks students to read the sentences in Exercise 2 - page 9 again and asks them when to use the present simple tense, drawing their attention to the adverbs of frequency. We often ride our bicycles to school. Task 4: Fill the blanks with sometimes, usually T-Ss or never. - Teacher shows the graph and lets students fill in the blanks with suitable adverbs of frequency: sometimes, usually or never (Exercise 3 – page 10) 205
47. Answer key: 2. usually 3. sometimes 5. never - Teacher lets students work in groups of four to make 5 sentences using the 5 adverbs of frequency above. - Teacher calls some groups to read aloud the answers and gives feedback. Practice To give students Task 5: Choose the 4 opportunities to correct answer A or B mins use the present to complete each simple tense with sentence. S adverbs of - Teacher has students frequency complete Exercise 4 – correctly in page 10 independently. Ss-Ss context. - Teacher then asks students to exchange their textbooks to check their friends’ answers. Answer key: 1. B 2. A 3. A 4. B 5. A Production - To help Task 6: Work in pairs. 7 students Make questions then mins distinguish and interview your partner. use correctly Pair work 206
48. the present - Teacher has students simple tense. work on the Ex. 5, p. 10 - To improve in pairs. Team work cooperative - Teacher checks the skill. answers by playing a game. Teacher divides students into 2 teams, 2 students in each team choose a set of questions (which are the questions 1-5 in Ex. 5, p. 10). Teacher may add more questions if necessary) then interview each other. The team with higher score is the winner. 10 points: you/ like/ your new school 20 points: Question 1: you/ often/ ride your bicycle/ to school Question 2: you/ sometimes/ study in the school library Question 3: your friends/ always/ go to school/ with you Question 4: you/ usually/ do homework/ after school 207
49. 30 points: How often/ your mother/ pick you up/ school Answer key: 1. Do you like your new school? 2. Do you often ride your bicycle to school? 3. Do you sometimes study in the school library? 4. Do your friends usually go to school with you? 5. Do you usually do your homework after school? 6. How often does your mother pick you up from school? Consolidation To consolidate Teacher asks students to T-Ss 3 what students talk about what they have mins have learnt in the learnt in the lesson. lesson. Homework To review the Make 5 sentences in the T-Ss 1 min knowledge that present simple tense, students have using adverbs of gained in this frequency. lesson. 208
50. UNIT 1: MY NEW SCHOOL Lesson 4: Communication Lesson aim(s) By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - know how to introduce someone; - ask appropriate questions when making friends at school; - know what good qualities a good friend should have. Language analysis Form Meaning Pronunciation 1. classmate (n) someone who is in the same class with /ˈklɑːsmeɪt/ you at school 2. share (v) to divide food, money, goods and give /ʃeər/ parts of it to someone else Materials (referenced) - Grade 6 textbook, Unit 1, Communication - Pictures/ Projector - sachmem.vn Anticipated difficulties Solutions 1. Students may have - Encourage students to work in pairs, in underdeveloped speaking and groups so that they can help each other. co-operating skills. - Provide feedback and help if necessary. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan 209
51. Date of teaching Unit 1: My new school Lesson 4: Communication * Warm-up Game: Who knows more? I. Everyday English 1. Vocabulary share (v) classmate (n) 2. Introducing someone This is . Nice to meet/ see you. Nice to meet/ see you, too. Task 1: Listen and read the dialogue. Task 2: Work in groups. Practise introducing a friend to someone. II. New friends at school Task 3: Read and tick the questions you think are suitable to ask a new friend at school. Task 4: Friendship quiz. III. Producton Task 5: Work in groups. Take turns to interview the others, use the questions above. * Homework Stage Stage aim Procedure Interaction Time Warm-up To introduce * Who knows more? 5 the topic. - Teacher divides the class Team work mins into 2 teams. - Teacher shows pictures of some famous pairs of friends around the world, asks students to name them. - The team thats give more correct names is the winner. 210
52. Tom and Jerry Woody and Buzz Lisa and Rose Spongebob and Patrick Harry Potter and Hermione Granger 211
53. Leonardo DiCaprio and Tobey Maguire Lead in To lead in the Teacher leads students into T-Ss 2 targeted the lesson by telling about mins vocabulary and what they are going to pronunciation. learn: Are people above good friends? Why? Let’s find out what make a good friend in our lesson today. * EVERYDAY ENGLISH Presentation To prepare 1. PRE-TEACH T-Ss 3 students with VOCABULARY: mins vocabulary. - Teacher introduces the vocabulary by: + giving situation; + giving explanation. 1. share (v) [situation]: What action can you say when you give your food to poor children? 2. classmate (n) [explanation]: What word can you use to say about people who are in the same class with you? 212
54. 2. SENTENCE To introduce STRUCTURE: T-Ss 4 the structure of INTRODUCING mins introducing SOMEONE someone. Task 1: Listen and read the dialogue. (Ex. 1, p. 11) - Teacher lets students listen and read the dialogue, asks them what the characters say when they first meet someone. - Teacher calls some students to share their opinions. - Teacher gives more explanations and writes down the structure of introducing someone. This is . Nice to meet/ see you. Nice to meet/ see you, too. Practice To practice the Task 2: Work in groups. 5 structure of Practise introducing a mins introducing friend to someone. someone. - Teacher asks students to Group work in groups of four, work introducing themselves to the group members, using structures above. - Teacher calls some T-Ss students to introduce their new friends to the whole class. - Teacher gives feedback and corrections (if necessary). * NEW FRIENDS AT SCHOOL 213
55. Practice - To identify Task 3: Read and tick the 14 questions questions you think are mins people suitable to ask a new should ask friend at school. when they - Teacher has students Group first meet. discuss in groups of four, work then asks them to add 2 more questions to the list. - Teacher checks with the whole class. T-Ss Task 4: Friendship quiz. - To identify Students work qualities of a independently and do the S good friend. quiz in Ex. 4, p. 11. Production To apply the Task 5: Work in groups. 8 knowledge Take turns to interview mins they have the others, use the learnt in this questions above. lesson. - Teacher ask students to Group move to places of work classmates they haven’t got aquainted yet, form a new group and interview the new mates, then give feedback on their mates. - Teacher calls some groups to make models. Consolidation To consolidate Teacher asks students to T-Ss 3 what students talk about what they have mins have learnt in learnt in the lesson. the lesson. Homework To review Write down the results and T-Ss 1 min what students feedback of the previous have learnt in interviews. the lesson. UNIT 1: MY NEW SCHOOL 214
56. Lesson 5: Skills 1 Lesson aim(s) By the end of the lesson, students will be able to: - develop reading skill for general and specific information about schools; - talk about different types of school; - talk about things they like and don’t like at school and the reasons for that. Language analysis Form Meaning Pronunciation 1. international (adj) involving more than one country /ˌɪntəˈnổʃən.əl/ 2. boarding school (n) a school where students live and /ˈbɔːdɪŋ ˌskuːl/ study 3. playground (n) an area designed for children to /ˈpleɪɡraʊnd/ play outside Materials (referenced) - Grade 6 textbook, Unit 1, Skills 1 - Pictures, cards - sachmem.vn Anticipated difficulties Solutions 1. Students may lack Provide students with the meaning and knowledge about some pronunciation of words. lexical items. 2. Students may have - Let students read the text again (if needed). underdeveloped reading, - Create a comfortable and encouraging speaking and co-operating environment for students to speak. skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. Some students will - Define expectation in explicit detail. excessively talk in the class. Have excessive talking students practise. 215
57. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 1: My new school Lesson 5: Skills 1 * Warm-up Game: Lucky number I. Reading Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C. Vocabulary 1. boarding school (n) 2. playground (n) 3. international (adj) Task 2: Read the passages again and complete the sentences. Task 3: Answer the questions. II. Speaking Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? Complete the table. Task 5: Discuss your choice with your friends. * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up To introduce the * Game: Lucky number 5 topic of reading. - Class is divided into 2 Team work mins groups. - Teacher prepares 7 numbers which includes 5 questions about their school, and 2 lucky numbers. - Each team takes turns and chooses a number and answers the question behind the 216
58. 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. Suggested questions: 1. How many classes are there in our school? 2. Do students have to wear uniform when they go to school? 3. How many computer rooms does our school have? 4. Name some clubs in our school. 5. When was our school established? Pre-Reading To lead in the Teacher leads students T-Ss 4 reading skills. into the lesson by mins showing pictures of 3 schools Sunrise, An Son and Dream and asks them some questions: 1. What can you see in these pictures? 2. Are these schools in the same place? 3. Which school do you think is in Viet Nam? Suggested answers: 1. I can see three different schools. 217
59. 2. No, they aren’t. 3. The second school. While- To develop Task 1: Look at the T- Ss 15 Reading reading skill for picture and quickly mins general read the passages. information. Match 1-3 with A-C. - Teacher asks students to open the book, read through the text and do Ex. 1 – p. 12. - Teacher calls some students to give the answer, explain which sentence give them the information. Answer key: 1. C 2. A 3. B To provide VOCABULARY students with Teacher asks students to T- Ss some lexical get the meaning of the items before words boarding school, reading the text. international and playground in context. 1. boarding school (n) [explanation] 2. playground (n) [visual] 3. international (adj) [explanation] Task 2: Read the To develop passages again and reading skill for complete the specific sentences. information. - Teacher asks students to read through the T-Ss 218
60. sentences, predict what information/ what types of words they have to fill in the blanks. - Teacher lets students work independently S and find the correct answer. - Teacher lets students pair compare before Pair work checking with the whole class. Answer key: 1. boarding 2. Sydney 3. mountains and green fields 4. Dream School 5. English-speaking teachers Task 3: Answer the To identify questions. different features - Teacher asks students of each school. to read the questions T-Ss and underline key words, reminds them to focus on the types of information they have to find (What/ Where/ Which school ). - Teacher asks students to work in pairs and find the answer. Pair work - Teacher calls a student to write his/her answer on the board, then T-Ss check sentence by sentence with class. 219
61. Suggested answers: 1. Sunrise is a boarding school. 2. An Son School is in Bac Giang. 3. Yes, there is. 4. They join many interesting clubs. Pre-Speaking To help students Task 4: Which school T-S 5 form the ideas for in Exercise 1 would mins their speaking. you like to go to? Why/ Why not? Complete the table. - Teacher asks students to work independently and complete the table. - Teacher goes around and offers help if needed. While- To help students Task 5: Discuss your Group 8 Speaking use what they choice with your work mins have learnt so far friends. to talk about a - Teacher tells students school. to work in groups of four and share the answer, reminds them to take note the information from other members. - Teacher invites some students to share their preparation and makes sure they speak in full sentences. - Students share their ideas with the whole class. 220
62. Post-Reading - To help - Teacher allows Ss-Ss 3 and Speaking students students to give mins improve next comments for their time. friends and vote for - Check students’ the most interesting understanding and informative about the presentation. reading - Teacher gives T-Ss passage. feedback and comments. Consolidation To consolidate Teacher asks students to T-Ss 2 what students talk about what they mins have learnt in the have learnt in the lesson. lesson. Homework To review the - Teacher asks students T-Ss 2 lesson they have to write down their mins learnt and opinion about a school prepare for the in their books. next lesson - Teacher asks students Skills 2. to search for information about their school. 221
63. UNIT 1: MY NEW SCHOOL Lesson 6: Skills 2 Lesson aim(s) By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - listen for specific information about school activities; - write a passage about their new school. Materials (referenced) - Grade 6 textbook, Unit 1, Skills 2 - Pictures - sachmem.vn Anticipated difficulties Solutions 1. Students may have - Play the recording many times if underdeveloped listening skills. necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 222
64. Board Plan Date of teaching Unit 1: My new school Lesson 6: Skills 2 * Warm-up Crossword puzzle I. Listening Task 1: Guess the answers to the following questions. Task 2: Listen again and choose the correct answer A or B. II. Writing Task 3: Write the answers to the following questions about your school. Task 4: Use the answer in Task 3 to write a paragraph of 40-50 words about your school. You can refer to the reading passages to help you. * Homework Interactio Stage Stage aim Procedure Time n Warm-up - Check *Crossword Puzzle Team work 5 students’ Teacher divides class into mins vocabulary 2 teams. Each team takes from turns to choose a previous crossword, reads the clues lessons. and solves the puzzle. - To introduce the topic of listening. 1. This is an area designed for children to play in outside, especially at school or in a park. 2. This is an adjective used to describe people who have a clean, tidy and stylish appearance. 223
65. 3. Complete the following sentence with a suitable word: Mrs Nguyen teaches all my history ___. 4. What is this subject? – [visuals] 5. What is this school thing? – [visuals] 6. This is a small electronic device that is used for calculations. Lead in To lead in the Teacher draws students’ T-Ss 1 listening tasks. attention to the word min PALMER – the name of a school in America, lets them know they are going to listen to Janet, a student from Palmer school. Pre-Listening To help Task 1: Guess the T-Ss 4 students answer to the following mins brainstorm and questions. have an 1. Do you think the overview about students there wear what they are uniforms? going to listen 2. Do they learn to. Vietnamese as a foreign language? - Teacher lets students Pair work work in pairs and discuss the questions. Encourage them to speak English and feel free to make guesses. - Teacher plays the recording once. Students listen to check their guesses. Suggested answers: 224
66. 1. Yes, they do. 2. Yes, they do. While- To help Task 2: Listen again and 10 Listening students choose the correct mins develop answer A or B. listening skill * Read and find the key T-Ss for specific words information. Teacher asks students to read the statements, underline the key words, reminds them to pay attention to keywords while listening. * Listen and choose the correct answer - Teacher plays the recording. - Teacher asks students to listen and choose the answers. - Teacher asks students to Ss-Ss compare their answer with the partner. - Teacher calls on some students to write their T-Ss answers on the board, then play the recording once again and check with the class. Answer key: 1. A 2. B 3. B 4. A 5. A Audio script: Hi. My name’s Janet. I’m eleven years old. I’m now in year 6 at Palmer 225
67. School. I like it here. My classmates are friendly. The teachers at my school are nice and very helpful, and my favourite teacher is Mrs. Smith. She teaches us maths. I have two hours to study Vietnamese every week. I usually do my homework in the library. We wear our uniforms every day, but today we aren’t. We’re going to have a biology lesson on a farm. Post- To check * Summarize the Group 5 Listening students’ information of the work mins understanding listening part. of the listening - Students work in groups part. of four. - Teacher asks students to summarize the information in the listening part and talk about it. - Teacher helps if necessary. Pre-Writing - To help Task 3: Write the 5 students have answers to the following mins information questions about your about their school. school. - Teacher asks students to S - To help work independently to students write answer the questions. simple - Teacher encourages sentences for students to write in full the next sentences and tells them writing that their sentences must passage. be grammatically and 226
68. logically correct with the right choice of words and correct punctuation. - Teacher allows students to look back the reading passages. - Teacher asks students to pair compare their answers. Pair work - Teacher invites one or two students to write their answers on the T-Ss board and gives feedback as models. While- To let students Task 4: Use the answer Group 8 Writing learn and help in Task 3 to write a work mins each other paragraph of 40-50 write a words about your complete school. You can refer to passage about the reading passages to their school. help you. - Teacher asks students to work in groups of four, gives them a large piece of paper and asks them to write the full paragraph into the paper in 6 minutes. - Teacher asks students to pay attention to punctuation, structures, word choice, linking words, etc. Post-Writing To cross check - Teacher has the groups Group 4 and final check swap and give feedback work mins students’ on each other’s writing. writing. - Teacher then gives feedback on one writing as a model. 227
69. Consolidation To consolidate Teacher asks students to T-Ss 2 what students talk about what they have mins have learnt in learnt in the lesson. the lesson. Homework To allow - Rewrite the paragraph T-Ss 1 students in the notebooks. min finalize their - Prepare for the project. versions after being checked by friends and teacher. 228
70. UNIT 1: MY NEW SCHOOL Lesson 7: Looking back & Project Lesson aim(s) By the end of the lesson, students can: - review the vocabulary and grammar of Unit 1; - apply what they have learnt (vocabulary and grammar) into practice through a project. Materials (referenced) - Grade 6 textbook, Unit 1, Looking back & Project - Pictures, A0 paper - sachmem.vn Anticipated difficulties Solutions 1. Students may have - Encourage students to work in pairs, in underdeveloped speaking, groups so that they can help each other. writing and co-operating skills - Provide feedback and help if necessary. when doing the project. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 229
71. Board Plan Date of teaching Unit 1: My new school Lesson 7: Looking back & Project * Warm-up Brainstorming: School things I. Looking back Task 1: Look at the pictures. Write the correct words in the gaps. Task 2: Match the words in A with the words/ phrases in B. Task 3: Complete the sentences with the present simple. Task 4: Complete the text with the correct form of the verbs in brackets. Task 5: Put the adverb in brackets in the correct place in each sentence. II. Project School Convention * Homework Stage Stage aim Procedure Interactio Time n Warm-up To revise the * Brainstorming 3 vocabulary - Teacher divides the Team work mins related to the board, and divides the topic and lead class into 2 teams. in the next part - Members of each team of the lesson. take turns and write as many school things as possible in 2 minutes. - The group having more correct answers is the winner. Looking back - To help Task 1: Look at the 17 students pictures. Write the mins revise school correct words in the things. gaps. - Teacher encourages S students to complete the task individually. Ss-Ss 230
72. - Students exchange their textbooks with their partners. T-Ss - Teacher gives feedback as a class discussion. Answer key: 1. uniform 2. pencil sharpener 3. notebook 4. compass 5. calculator 6. ruler - To help students Task 2: Match the revise the words in A with the combination: words/ phrases in B. S to study, to - Teacher encourages have, to do, to students to complete the play + N. task individually. Ss-Ss - Students exchange their textbooks with their partners. T-Ss - Teacher gives feedback as a class discussion. Answer key: 1. e 2. d 3. b 4. a 5. c - Teacher encourages students to provide more school activities. - To help students Task 3: Complete the revise the sentences with the present simple present simple. tense. - Teacher has students S complete the task individually. Ss-Ss 231
73. - Students exchange their textbooks and give feedback to each other. T-Ss - Teacher gives feedback as a class discussion. Answer key: 1. comes 2. don’t 3. walks 4. do - To help 5. teaches students revise the Task 4: Complete the postion of text with the correct adverbs of form of the verbs in frequency in brackets. Pair work context. - Students work in pairs. - Teacher asks students to read the sentences carefully and give the answers. - Students complete the task and discuss the answers. T-Ss - Teacher gives feedback as a class discussion. Answer key: 1. is 2. has 3. walks 4. study 5. likes Task 5: Put the adverb in brackets in the correct place in each sentence. - Students work in pairs. Pair work - Students complete the task and discuss the answers. 232
74. - Teacher gives feedback T-Ss as a class discussion. Answer key: 1. I always remember to do my homework. 2. Nick usually gets good marks in exams. 3. We do not often see a rabbit in town. 4. I rarely read in bed at night. 5. Do you sometimes sing in the shower? Project To allow * My dream school 22 students to - Teacher sets the context T-Ss mins apply what they of a School Convention have learnt that will be occurred (vocabulary and right now in the grammar) into classroom. practice - Teacher divides Group through students into 4 big work a project. groups. Each group will act as a representative of a school, come to the convention to introduce and enroll new students. - Teacher lets the groups discuss and summarise the information and design A0 size posters about their school. - Teacher asks the class to listen to the reports and ask questions if Ss-Ss they would like to. - Students will critically evaluate all the posters, then give 1 vote for the most attractive poster. 233
75. - Teacher gives comments and feedback T-Ss to all 4 posters and awards special prize to the group which has the most votes. Consolidatio To consolidate Teacher asks students to T-Ss 2 n what students talk about what they have mins have learnt in learnt in the lesson. the lesson. Homework To prepare for Prepare for the next lesson: T-Ss 1 the next lesson. Unit 2 – Lesson 1. Getting min started. * Pictures' source: From Internet UNIT 2: MY HOUSE Lesson 1: Getting started – A look inside Lesson aim(s) By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - ask and answer about where someone lives. Language analysis Form Meaning Pronunciation 1. town house a house in a town or city, usually a /ˈtaʊn ˌhaʊs/ (n) comfortable, expensive one in a fashionable area 2. country (n) a large traditional house in the countryside, /ˌkʌntri ˈhaʊs/ especially one that has belonged to the same family for many years 3. flat (n) a set of rooms for living in that are part of a /flổt/ larger building and are usually all on one floor 234
76. Materials (referenced) - Grade 6 textbook, Unit 2, Getting started - Pictures and maps - sachmem.vn Anticipated difficulties Solutions 1. Students may be lack Prepare some handouts. knowledge and experiences about the topic. 2. Students may have - Play the recording many times if necessary. underdeveloped listening, - Encourage students to work in pairs, in speaking and co-operating groups so that they can help each other. skills. - Provide feedback and help if necessary. Board Plan Date of teaching Unit 2: My house Lesson 1: Getting started – A look inside * Warm-up Game: A hidden word I. Vocabulary 1. town house (n) 2. country house (n) 3. flat (n) II. Practice Task 1: Tick the correct answers. (Ex. 2, p. 17) Task 2: Complete the sentences. (Ex. 3, p. 17) III. Production Task 3: Complete the word web: Types of house. (Ex. 4, p. 17) Task 4: Survey. (Ex. 5, p. 17) * Homework Interactio Tim Stage Stage aim Procedure n e Warm-up To * A hidden word 5 introduce - Teacher divides the class Team work mins the topic. into two teams and asks a 235
77. member of each team to look at the pictures and answer the questions. - For each right answer, the team will get 1 point and 1 secret letter to help them find out the hidden word today. - There is one picture including two secret words. The team gets this picture will get 2 points. - The team which has more points or can guess the hidden word first will be the winner. M Y H O U S E 236
78. 1. What is it? – It’s a _ _ _ _ . (ROOM) 2. We have a small house in the _ _ _ _ _ _ _. (COUNTRY) 3. Where are they? – They are in the _ _ _ _ _ _ _ . (KITCHEN) 237
79. 4. They have a house in the _ _ _ _ . (TOWN) 5. How many rooms are there in this house? – There are _ _ _ (SIX) rooms. 6. Which house is it? – It’s an _ _ _ _ _ _ _ _ _ . (APARTMENT) 238
80. Lead in To lead in - Teacher draws students’ T-Ss 2 the topic of attention to the pictures in mins My house. the textbook and asks them some questions about the pictures. 1. What are Nick and Mi doing? 2. What might they talk about? Suggested answers: 1. They are talking to / discussing with each other through the Internet. 2. (Students’answers) Presentation To help * VOCABULARY T-Ss 5 (Pre-teach - students - Teacher introduces the mins Vocabulary) understand vocabulary by: the text. + showing the pictures illustrating the words + providing the synonym or antonym of the words + providing the definition of the words 1. town house (n): [visual] 2. country house (n): [visual] 3. flat (n): [synonym] apartment a town house 239
81. a country house LISTEN AND READ. (p. 16) - Teacher plays the recording, asks students to underline the words related to the topic My house. (Teacher may check the meaning of some words if necessary.) - Teacher can play the recording more than once. - Students listen and read. - Teacher can invite some pairs of students to read aloud. - Then, teacher confirms the correct answer: + They are talking about their houses. + Mi is describing their new flat which her family was moving to. Practice To set the Task 1: Tick the correct 15 context for answers. (Ex. 2, p. 17) mins the - Teacher asks students T-Ss listening “Which family members and reading does Mi talk about?” text. without reading the conversation again. - Then, teacher tells them to read it again individually and check their answers. S 240
82. - Teacher allows students to share their answers before Ss-Ss discussing as a class and encourages them to give evidence. - Teacher calls some students to check. T-Ss Answer key: To help Task 2: Complete the students sentences. (Ex. 3, p. 17) understand the text. - Teacher asks students to S work independently to fill each blank with the word from the conversation. - Teacher allows students to Ss-Ss share their answers before discussing as a class. - Teacher calls some students T- Ss to check. Teacher confirms the right answers and writes on the board. Answer key: 1. sister 2. TV 3. town 4. country 241
83. 5. three Production To develop Task 3: Complete the word 15 students’ web: Types of house. (Ex. 4, mins knowledge p. 17) of the * Game: Networking Team work vocabulary - Teacher divides the class about types into two teams, then writes of house. the topic “Types of house” on the board and gives them two minutes to discuss. - After that time, a student from each team one by one runs to the board and writes one word. - The team which has more correct answers is the winner. Types of house Suggested answers: To help Task 4: Survey students - Teacher asks students to Group practise work in groups of 4 or 6 to work asking and take turns to ask and answer answering about where they live. about 242
84. where they - Teacher can model with one live. student. T-S - Teacher moves around to observe and offer help when T-Ss needed. - By the end of the activity, one student from each Ss-Ss group can stand up and report to the class. Suggested answers: In my group, Linh lives in a flat, Lan and Huong live in a country house, etc . Consolidation To Teacher asks students to talk T-Ss 2 consolidate about what they have learnt in mins what the lesson. students have learnt in the lesson. Homework To prepare Prepare the vocabulary for T-Ss 1 for the next the next lesson: A closer min lesson. look 1. 243
85. UNIT 2: MY HOUSE Lesson 2: A closer look 1 Lesson aim(s) By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - use the vocabulary and structures to talk about the names of rooms and furniture pieces in the house; - pronounce and recognize the sounds /s/ and /z/. Language analysis Form Meaning Pronunciation 1. hall (n) the area just inside the main entrance of /hɔːl/ a house, apartment, or other building that leads to other rooms and usually to the stairs 2. chest of a piece of furniture with drawers in /ˌtʃest əv ˈdrɔːz/ drawers (n) which you keep things such as clothes 3. sink (n) a bowl that is attached to the wall in a /sɪŋk/ kitchen or bathroom in which you wash dishes or your hands, etc. 4. dishwasher (n) a machine that washes dirty plates, cups, /ˈdɪʃˌwɒʃər/ forks, etc. 5. cupboard (n) a piece of furniture or a space for /ˈkʌbəd/ storing things, with a door or doors and usually with shelves. Materials (referenced) - Grade 6 textbook, Unit 2, A closer look 1. - Pictures and video clip. - sachmem.vn Anticipated difficulties Solutions 244
86. 1. Students may lack Provide students with the meaning and knowledge about some pronunciation of some lexical items. lexical items. 2. Students may have - Play the recording many times if necessary. underdeveloped listening, - Encourage students to work in pairs, in speaking and co-operating groups so that they can help each other. skills. - Provide feedback and help if necessary. 3. Some students will - Define expectation in explicit detail. excessively talk in the class. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 2: My house Lesson 2: A closer look 1 * Warm-up Jumbled words and matching I. Vocabulary: Rooms and furniture pieces in the house 1. hall (n) 2. chest of drawers (n) 3. sink (n) 4. dishwasher (n) 5. cupboard (n) Task 1: Name the thing in each room in Ex. 1. (Ex. 2, p. 18) Task 2: Guessing game II. Pronunciation: /s/ and /z/ Task 3: Listen and write the words in the correct column. Then listen and repeat. (p. 18) Task 4: Listen and repeat. Pay attention to the underlined words. (p. 18) III. Production Whispering game * Homework Interactio Stage Stage aim Procedure Time n 245
87. Warm-up To activate - Teacher asks students to S 5 students’ prior work independently to mins knowledge and rearrange letters to find vocabulary out the correct word, related to the then match the word topic, the with the picture. targeted - Teacher tells students to Ss-Ss vocabulary and compare their answers its with their partners. pronunciation. - Teacher corrects and confirms the answers. T-Ss - Teacher explains the new words. * Jumbled words 1. tchekin 2. thraobom 3. rodeomb 4. lngivi moro 5. lahl * Matching Answer key: * Jumbled words 1. kitchen 2. bathroom 3. bedroom 4. living room 5. hall * Matching a. hall 246
88. b. living room c. bedroom d. bathroom e. kitchen Lead in To lead in the Teacher leads students T-Ss 2 lesson about into the lesson by telling mins vocabulary and them that “In today pronunciation. lesson, we are going to learn more words to describes rooms and furniture and two sounds /s/ and /z/.” Presentation To revise / VOCABULARY T-Ss 5 (Vocab- teach the - Teacher introduces the mins pre-teach) names of vocabulary by: rooms in the + providing the synonym house. or antonym of the words + providing the pictures of the words 1. hall (n): [visual + [explanation] 2. chest of drawers (n): [visual] 3. sink (n): [visual] 4. dishwasher (n): [visual] 5. cupboard (n): [visual] 247
89. 2. chest of drawers 3. sink 4. dishwasher 5. cupboard * Checking technique: Slap the board 248
90. Practice To revise / Task 1: Name the things 15 teach the in each room in Ex. 1. mins names of (Ex. 2, p. 18) furniture - Teacher asks students to Pair work pieces. work in pairs to do this activity. - Teacher writes the T-Ss names of the rooms on the board in different places, then calls on students from different pairs to go to the board and write the name of the furniture under these rooms. - Remind students that one piece of furniture can belong to more than one room. - Teacher asks other students to comment and asks them if they can add some more things to each room. Suggested answers: - Bedroom: lamp, picture, chest of drawers - Living room: lamp, sofa, picture - Hall: picture - Kitchen: fridge, cupboard, dishwasher, sink - Bathroom: shower, sink, toilet Other words: chair, fan, air conditioner, cooker, etc. To help Task 2: Guessing game students - Teacher models this T-S practise asking activity with a student. 249
91. and answering - Teacher asks students to Ss-Ss about the work in pairs: one furniture in a student thinks of a room room. in his / her house; the other asks questions to guess the room. - Teacher calls some pairs to practise in front of the class. - Teacher comments on T-Ss their performance. Example: Ss 1: What’s in your room? Ss 2: A lamp and a chest of drawers. Ss 1: Is it the bedroom? Ss 2: Yes. Presentation To help PRONUNCIATION 5 (Pre-teach the students - Teacher introduces 2 T- Ss mins sounds /əʊ/ identify how to sounds s/ and /z/ to and /aʊ/.) pronounce the students and lets them final sounds /s/ listen and repeat the and /z/ at the words in Ex. 4 (p. 18). end of the - Teacher has students words. comment on how to pronounce these two sounds at the end of the words. - Teacher quickly explains the rules: + Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /k/, /f/, /θ/). + Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/, etc.) and any vowel sounds. 250
92. - Teacher asks students to give some words they know containing these sounds. Suggested answers: - /s/: cats, lamps, books, months - /z/: beds, dogs, cans, rooms, videos, cookers, bees Practice To help Task 3: Listen and write 5 students the words in the correct mins practise column. Then listen and pronouncing repeat. (p. 18) these sounds in - Teacher asks students to T-Ss words. read and listen again the words, then put them in the correct column. - Students work individually. S - Teacher plays the recording for students to T- Ss listen, repeat and check their answers. Answer key: /s/ /z/ lamps, cupboards, sinks, sofas, flats, kitchens, toilets, rooms Task 4: Listen to the To help conversation. Underline T- Ss students the final “s” in the pronounce the words and put them into final sounds /s/ the correct column. (p. and /z/ 18) correctly in - Have students quickly context. read the conversation 251
93. and underline the final “s” in the words. Now play the recording for students to listen to the conversation and write /s/ or /z/ under each “s” that they have underlined. - Tell them to put the words with the final “s” in the correct column according to the sound of “s”. Have them work in pairs to compare their answers. Check students’ answers. Ask them to explain their answers. Answer key: /s/: chopsticks, lamps /z/: bowls, things, homes - Play the recording again for students to repeat each line of the conversation. Ask students to work in pairs to practice the conversation. Call some pairs to practise the conversation. Comment on their pronunciation of the final “s”. Production To give Game: Whispering Group 5 students - Teacher divides the work mins chance to class into 4 big groups apply what and asks students to they have stand in four lines. learnt. - The member in the last place will make a sentence containing at least a word and a sound 252
94. 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. Suggested sentences: 1. There are two bedrooms in my house. 2. My living room has a TV, two lamps, some pictures and a sofa. 3. The toilets in my school are clean. Consolidation To consolidate Teacher asks students to T-Ss 2 what students talk about what they mins have learnt in have learnt in the lesson. the lesson. Homework To revise what Find 5 more words with T-Ss 1 they have the sound /s/ and 5 more min learnt. words with the sound /z/. Write them down and practice pronouncing the words. UNIT 2: MY HOUSE Lesson 3: A closer look 2 Possessive case & Prepositions of place Lesson aim(s) By the end of the lesson, students will be able to know how to use the possessive case and prepositions of place correctly. 253
95. Language analysis Form Meaning + “ ’s” after a proper name. A possessive case is used to show Eg: Nam’s pen possession. + “ ‘s” after a singular noun Eg: teacher’s book Materials (referenced) - Grade 6 textbook, Unit 2, A closer look 2. - Pictures, sets of word cards. - sachmem.vn Anticipated difficulties Solutions 1. Students may lack knowledge and Prepare some hand-outs. experiences about the topic. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 254
96. Board Plan Date of teaching Unit 2: My house Lesson 3: A closer look 2 * Warm-up Memory game I. Grammar focus 1: The possessive case name’s + noun = Polly’s sock. singular noun’s + noun = teacher’s book. * Practice: Task 1: Choose the correct answer. Task 2: Complete the sentences with the correct possessive forms. II. Grammar focus 2: Prepositions of place on, in, at, under, . * Practice: Task 3: Write the correct preposition in the box under each picture. Task 4: Decide True or False statements. III. Further practice: Memory challenge * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up To activate * Game: Memory game 5 students’ - Teacher divides the class Group mins prior into 4 groups. work knowledge - Teacher tells students the and rules of the game: vocabulary + Students have to study related to the the picture of 3 people targeted (Jack, Polly and Greg) grammar of and try to remember the possessive things belonging to each case, person in 30 seconds preposition of without writing down in place and to their notebooks. increase + After 30 seconds, teacher students shows the things of Jack, interest. Polly and Greg and a 255
97. member of each team has to answer quickly the question “Whose is it?” + The group with more correct sentences will be the winner. Answer keys: 1. Whose jumper is it? 256
98. – It’s Polly’s jumper. 2. Whose T-shirt is it? – It’s Greg‘s T-shirt. 3. Whose ball is it? – It’s Jack’s ball. 257
99. 4. Whose sock is it? – It’s Jack’s sock. 5. Whose shoes is it? – It’s Greg’s shoes. 6. Whose sock is it? – It’s Polly’s sock. 258
100. 7. Whose jumper is it? – It’s Greg’s jumper. 8. Whose T-shirt is it? – It’s Polly’s T-shirt. Lead in To introduce Teacher says: “This lesson T-Ss 1 the targeted today is going to tell you mins grammar of one way to express the the lesson. possessive and how to use the preposition of place correctly.” Presentation To introduce THE POSSESSIVE 5 students the CASE T-Ss mins form of - Teacher draws students’ Ss-Ss possessive attention to the words in case. the answers from the Warm-up “Greg ‘s T- shirt, Jack’s ball, Polly’s sock” and asks them whether they know the meanings of these words. - Teacher provides or confirms the answers and 259
101. lead in the grammar focus of the lesson: We use “‘s” to show possession. - Teacher writes the form of the possessive case on the board: name’s + noun = Polly’s sock. singular noun’s + noun = teacher’s book. Practice To help Task 1: Choose the 8 students correct answer. mins identify the - Teacher asks students to S correct form do the exercise of possessive individually and then case. compare their answers with a classmate. - Check the answers as a T – Ss class. - Teacher confirms the correct answers. Answer key: 1. grandmother’s 2. sister’s 3. cousin’s 4. Nam’s 5. An’s To help Task 2: Complete the students sentences with the correct practise possessive forms. forming the - Teacher has students do T – Ss correct form this exercise individually of possessive and calls on two students case. to write their answers on the board. - Teacher draws all students’ attention to the board and checks the answers together. 260
102. - Teacher confirms the correct answers. Answer key: 1. Mi’s 2. teacher’s 3. Nick’s 4. father’s 5. brother’s Presentation To help PREPOSITIONS OF T - Ss 5 students PLACE mins identify - Teacher asks students different what prepositions of prepositions place they know. of place and Encourage students to use them say as many as possible. correctly to - Have them look at the describe Remember box to see if where the prepositions they people or have mentioned are the things are. same. -Teacher confirms how to use prepositions of place. We use prepositions of place to describe where people or things are. Practice To help Task 3: Write the correct 10 students preposition in the box mins practice using under each picture. prepositions - Teacher has students do Pair work of place this exercise 3 in pairs, 261
103. correctly to then asks for students’ describe answers and confirms the where people correct answers. or things are. - Teacher has students work in pairs to say sentences describing the pictures. Move around to offer help if needed. - Teacher calls on some T- Ss students to say their sentences. If there is time, ask some students to write their sentences on the board. Answer key: 1. on 2. next to 3. behind 4. in 5. in front of 6. between 7. under 1. The dog is on the chair. 2. The dog is next to the armchair. 3. The cat is behind the TV. 4. The cat is in the wardrobe. 5. The dog is in front of the kennel / doghouse. 6. The cat is between the lamp and the armchair. 7. The cat is under the table. Task 4: Decide True or False statements. - Teacher has students T- Ss look at the picture of the room and asks them to describe the room briefly, then has them read each sentence, look at the 262
104. picture and decide if each sentence is true or false. If it is false, ask them to correct it. - Teacher has students do this exercise individually before they share their answers with a partner. Ask some students to read out their answers. - Teacher confirms the correct ones. Answer key: 1. T 2. F (The school bag is under the table.) 3. F (The clock is between the two pictures.) 4. T 5. F (The cap is on the pillow.) Production To help * Memory challenge 8 students - Teacher has students T-Ss mins practise work in pairs to play the asking and game Memory challenge. answering - Students look at the Ss-Ss about the picture in Exercise 4 for position of 30 seconds and then things. cover it. - They ask and answer questions about the position of the things in the picture. - Teacher invites some pairs to perform in front T-Ss of the class. Example: A: Where are the books? B: They’re on the table. 263
105. Consolidation To Teacher asks students to T-Ss 2 consolidate talk about what they have mins what students learnt in the lesson. have learnt in the lesson. Homework To revise Do exercises in the T-Ss 1 what they workbook. min have learnt. 264
106. UNIT 2: MY HOUSE Lesson 4: Communication Lesson aim(s) By the end of the lesson, students will be able to: - learn how to give suggestions; - practise using some grammar points and vocabulary related to the topic. Language analysis Materials (referenced) - Grade 6 textbook, Unit 2, Communication - Pictures - sachmem.vn Anticipated difficulties Solutions 1. Students may lack knowledge Provide students with information about the topic. about the knowledges they do not know. 2. Students may have - Encourage students to work in pairs, underdeveloped reading, speaking in groups so that they can help each and co-operating skills. other. - Provide feedback and help if necessary. 3. Some students will excessively - Define expectation in explicit detail. talk in the class. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 265
107. Board Plan Date of teaching Unit 2: My house Lesson 4: Communication *Warm-up Pictures decribing I. Everyday English: Giving suggestions ➢ Structure: How about + V-ing? Let’s + V. Task 1: Listen and read the dialogue. Task 2: Make similar dialogues. II. Living places Task 3: Look at the picture and complete the sentences. Task 4: Find the differences between the two houses. Task 5: Draw a simple picture of your house. * Homework Stage Stage aim Procedure Interaction Time Warm-up To introduce * Pictures describing: 3 mins the lesson. T-Ss -Teacher shows the picture of Nam’s house and asks students to describe as many things in the picture as possible. - Students give their answers. - Teacher checks the answers. 266
108. Suggested answers: - This is Nam’s house. - There are 4 rooms in his house. - In the living room, there is a lamp, a picture, a table and a sofa. - In the kitchen, there is a fridge, a dishwasher and a sink. - . Lead in To lead in the Teacher leads students T-Ss 2 mins lesson. into the lesson by telling what they are going to learn: “We are going to learn how to give suggestions and practice describing a house”. * EVERYDAY ENGLISH Presentation To introduce Task 1: Listen and read T-Ss 5 mins two ways to a dialogue. give * Giving suggestions: suggestions. - Teacher plays the recording for students to listen and read the dialogue between Elena and her mum at the same time. - Teacher asks students to pay attention to the highlighted sentences. - Teacher elicits the structures to give suggestions from students. Structure: How about + V-ing? Let’s + V. 267
109. - Teacher has students practise the dialogue in pairs. Call some pairs to practise the dialogue in front of the class. Practice To help Task 2: Make similar 5 mins students dialogues. practise - Teacher give students Pair work giving some situations to suggestions. practice: Situation 1: You want to buy some furniture for their homes. Situation 2: You want to do some activities at the weekend with your friend. Situation 3: You want to buy some new school things - Teacher asks students to work in pairs. - Teacher moves around to observe and provide help. - Teacher calls some T-Ss pairs to practise in front of the class, then comments on their performance. Suggested answers: A: I am so bored. B: How about going to the cinema this weekend? A: Great idea! * LIVING PLACES 268
110. Presentation - To give Task 3: Complete the 5 mins students a sentences. sample of a - Teacher has students T- Ss house look at the picture and description try describing Mi’s - To help grandparents’ country students house. practise - Teacher encourages using some students to say full grammar sentences. points and vocabulary - Then ask students to related to the topic. Pair work work in pairs to complete the given sentences. - Teacher moves around to observe and provide help. - After that, teacher invites students to share their answers. - Teacher confirms the T-Ss correct answers. Answer key: 1. country 2. are 3. is 4. chairs 5. on Practice To help Task 4: Find the 5 mins students differences between the practise two houses. asking and answering 269
111. about the differences between two houses. - Teacher models with a student. Suggested conversation: T (look at Nick’s house): Nick lives in a country T-S house. Where does Mi live? S: (look at Mi’s house): She lives in a town house. T: How many rooms are there in Mi’ house? S: There are six rooms. What about in Nick’s house? T: - Teacher asks students in each pair not to look at each other’s picture and make similar conversations. Pair work - Teacher reminds students to note down the differences between the two houses. - After some minutes, the pair which has the most differences will be the winner. Ask some pairs to act out the conversation. Other pairs listen and add more differences if there are any. 270
112. Production To help Task 5: Drawing a S 7 mins students simple picture of your Pair work practise house. describing - Teacher gives students their house. 5 – 7 minutes to draw a simple picture of their house, then asks students work in pairs to tell each other about their house. If time allows, teacher can ask them to note down the differences between their houses. T-Ss - Teacher calls some students to describe their friend’s house to the class. - Students may also present the differences between their house and their friend’s. Other students and teacher listen and give comments. The group with higher scores will win the game. Consolidation To Teacher asks students to T-Ss 2 mins consolidate talk about what they have what students learnt in the lesson. have learnt in the lesson. Homework To prepare Do exercises in the T-Ss 1 min for the next workbook. lesson: Skills 1. 271
113. UNIT 2: MY HOUSE Lesson 5: Skills 1 Lesson aim(s) By the end of the lesson, students will be able to: - understand the description of a room at the Crazy House Hotel in Da Lat; - describe one room (in their imagination) in that hotel. Language analysis Form Meaning Pronunciation 1. strange (adj) unusual and unexpected, or difficult /streɪndʒ/ to understand 2. wardrobe (n) a tall cupboard in which you hang /ˈwɔːdrəʊb/ your clothes 3. desk (n) a type of table that you can work at, /desk/ often one with drawers Materials (referenced) - Grade 6 textbook, Unit 2, Skills 1 - Pictures, sets of words. - sachmem.vn Anticipated difficulties Solutions 1. Students may lack knowledge Provide students with the meaning and about some lexical items. pronunciation of words. 2. Students may have - Let students read the text again underdeveloped reading, (if needed). speaking and co-operating - Create a comfortable and encouraging skills. environment for students to speak. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. Some students will excessively - Define expectation in explicit detail. talk in the class. Have excessive talking students practise. 272
114. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 2: My house Lesson 5: Skills 1 * Warm-up Shark attack I. Reading: 1. Reading skills: Predicting 2. Vocabulary Task 1: Read the text and answer the questions. (Ex. 2, p. 22) Task 2: Circle the things in the Tiger Room. (Ex. 3, p. 22) Task 3: Retelling II. Speaking: Task 4: Create a new room for the hotel. (Ex. 4, p. 22) Task 5: Describe your plan. (Ex. 5, p. 22) * Homework Stage Stage aim Procedure Interaction Time Warm-up To introduce the *Shark attack 5 topic of reading. - Teacher divides the Group work mins class into 2 teams. - Then, teacher lets students play “Shark attack” to find the hidden words. C R A Z Y - The team which finds the word first will be the winner. Lead in To lead in the READING SKILL: T-Ss 2 lesson about PREDICTING mins Skills 1. - Teacher asks students to read the “Reading skill” box and 273
115. explains any words that Ss do not know. - Teacher tells students that predicting is an important reading skill that can help them have a general understanding of the text. * Set the scene: - Teacher tells students to quickly look at the text, the pictures and answer the questions. - Teacher asks for students’ answers. - Then teacher tells them to read the text quickly to check their prediction. 274
116. - After that, teacher confirms the correct answers. Answer key: 1. It’s an email. 2. The text is about Nick’s room at the Crazy House Hotel. Pre-Reading To provide VOCABULARY 5 (Pre-teach students with - Teacher introduces T-Ss mins vocabulary) some lexical the vocabulary by: items before + Providing the reading the text synonym or antonym again. of the words. + Providing the pictures of the words. + Providing the definition of the words. 1. strange (adj) [explanation] 2. wardrobe (n) [visual] 3. desk (n) [visual] 275
117. a wardrobe a desk While- To help students Task 1: Read the text 10 Reading develop their and answer the mins reading skill for questions. (Ex. 2, p. specific 22) T- Ss information - Teacher lets students (scanning). look at Ex. 2 on p. 22 and tells them how to do this kind of exercise: + Read the questions. + Underline the key words. + Locate the key words in the text. + Read that part and answering the questions. 276
118. - Teacher has students read the text in detail to answer the questions and tells them to underline parts of the email that help them with the answers. Ss-Ss - Teacher tells them to compare their answers in pairs before giving the answers to teacher. T-Ss - Teacher asks them to give evidence when giving the answers. Answer key: 1. He’s in Da Lat with his parents. 2. There are ten rooms. 3. Because there’s a big tiger on the wall. 4. It’s under the bed. To help students T- Ss further develop Task 2: Circle the their reading things in the Tiger skill for specific Room. information (Ex. 3, p. 22) (scanning). - Teacher asks students to read through the words given and then locate them in the text. If they find a similar word in the text, they should Ss- Ss circle it in the list. - Teacher has students compare their T-Ss answers. 277
119. - Teacher checks and confirms the correct answers. Answer key: a window a lamp a wardrobe a desk Post-Reading To check Task 3: Retelling 5 students’ reading - Ask students what to T- Ss mins comprehension. include when they want to describe a room in the hotel. Here are some things: • Name of the room • Reason for the name • Position of things in the room - Write these points on Ss- Ss the board and retell “Tiger room” to their partners. Pre-Speaking To help students Task 4: Create a new 5 prepare ideas for room for the hotel. mins the next activity. Draw a plan for the room. (Ex. 4, p.22) - Teacher tells each T-Ss student to create a new room for the hotel and draw a plan for the room. - Teacher sets a time limit for students to do it. - Teacher asks students to give the room a name and bear in mind the organisation of the room including 278
120. the things in the room and their position. - Have them note down quickly these ideas. While- To provide an Task 5: Describe your 7 Speaking opportunity for plan. (Ex. 5, p. 22) mins students to - Have students work in Ss- Ss practise pairs and show the describing the plan to their partner. hotel room they Ask students to take have designed. turns to describe their rooms. - Remind them to focus on the three points on the board. Move around to observe and offer help. - Call on some students to show their plan to the whole class and describe it. Other students and the teacher listen and vote for the best plan. Post-Speaking To help students - Have students give T-Ss 3 improve next comments on their Ss-Ss mins time. friends and vote for the most interesting and informative presentation. - Teacher gives feedback and comments. Consolidation To consolidate Teacher asks students to T-Ss 2 what students talk about what they mins have learnt in have learnt in the the lesson. lesson. 279
121. Homework To prepare for Do exercises in the T-Ss 1 the next lesson workbook. min Skills 2. 280
122. UNIT 2: MY HOUSE Lesson 6: Skills 2 Lesson aim(s) By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - listen to get information about rooms and houses; - write an e-mail to a friend. Materials (referenced) - Grade 6 textbook, Unit 2, Skills 2 - Pictures - sachmem.vn Anticipated difficulties Solutions 1. Students may lack knowledge and Prepare some hand-outs. experiences about the topic. 2. Students may have - Play the recording many times if any underdeveloped listening, writing necessary. and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. Some students will excessively - Define expectation in explicit detail. talk in the class. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 281
123. Board Plan Date of teaching Unit 2: My house Lesson 6: Skills 2 * Warm-up Game: Lucky number I. Listening Task 1: Name the pieces of furniture. (Ex. 1, p. 23) Task 2: Prediction. (Ex. 1, p. 23) Task 3: True or False statements. (Ex. 2, p. 23) Task 4: Summarize the information and talk about Mai’s room. II. Writing: An email to a friend * Necessary parts of an email: • Part 1: Subject • Part 2: Greeting • Part 3: Introduction • Part 4: Body • Part 5: Conclusion Task 5: Answer the questions. (Ex. 3, p. 23) Task 6: Write an email to Mira, your pen friend and tell her about your house. (Ex. 4, p. 23) * Homework Stage Stage aim Procedure Interaction Time Warm-up To revise the * Game: Lucky number T-Ss 5 content of - Teacher divides the Group work mins the previous class into 2 teams. lesson. - 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. 282
124. - The team which has more points will be the winner. Questions: 1. What is the name of the room where Nick is staying? (Tiger) 2. How many rooms are there in the hotel? (10) 3. Is there a wardrobe in Nick’s room? (Yes) 4. Where is that Crazy House Hotel? (In Da Lat) 5. Are the rooms named after different flowers? (No) 6. Lucky number 7. Where is the bed in Nick’s room? (Under the window) 8. Why is the room called the Tiger room? (Because there’s a big tiger on the wall). 9. Who is Nick staying with? (With his parents) 10. Lucky number. Lead in To introduce - Teacher introduces T-Ss 1 the new students the content of min lesson. the lesson today: “In the previous lesson, you already read about Nick’s room at the Crazy House Hotel. In the listening lesson today, we are going to listen to Mai talking about her house.” 283
125. Pre-Listening To prepare Task 1: Name the pieces 3 students for of furniture. (Ex. 1, p. mins the listening 23) T-Ss text. - Ask students to look at the pieces of furniture and parts of the house and name them. - Call on some students to read the words out loud. - Ask some students to write the words on the board. Answer key: 1. bookshelf 2. sofa 3. desk 4. clock 5. window Task 2: Prediction. (Ex. 1, p. 23) - Have students guess if these things are mentioned in the listening text. If they say yes for a thing, put a tick next to the word. - Play the recording once for students to check their guesses. 284
126. While- To help Task 2: Prediction. (Ex. 10 Listening students 1, p. 23, cont.) mins develop their Teacher confirms the T-Ss skill of correct answers for their listening for prediction. specific Answer key: information. Things mentioned in the listening text: bookshelf, desk, clock, window. Task 3: True or False statements. (Ex. 2, p. 23) - Have students look at the sentences in this activity. Ask them how to do it. Give them some strategies to do the exercise (e.g. reading the sentences, underlining the key words, listening to the text paying attention to the key words, deciding if each sentence is true or false). - Play the recording twice for students to do Exercise 2. For a better class, ask students to take notes of the information to explain why a sentence is false. - Have students share their answers in pairs. - Invite some pairs to give their answers and confirm the correct ones. - Play the recording again if needed, stopping at 285