Giáo án Tiếng Anh 6 - Units 4. Big or small

Date of preparing:
Date of teaching:6A
 6B
Period 20
Unit 4 big or small
Lesson 1: A1 - 2 - P 44 
A- Aims
- Reading a description of a school with practice in possessive "s" to talk about possession
- Practice reading and speaking skills.
- By the end of the lesson, students will be able to describe their school.
B - Teaching aids. 
- Teacher: Textbook, poster
- Students: pen, book
C - Technique: Matching, Pelmanism, word cue.
D - Procedure 
I - Organization (2m)
Greeting
Names of absent students 
II. Warm up (5m) 
1. Act: Pelmanism
- Prepare 10 cards with numbers on one side and the	 countries and their cities on the others
- Make sure the countries and their cities are mixed up
- Stick the cards on the board so students can only see the numbers. Divide students into two teams and ask them to choose two numbers. Turn the cards over and see if they match. If not, turn the cards over again and ask the next team.
- Continue until all the cards are turned over.
I
His
Your
She 
Thu's
Thu
My
You
Her
He
III. New lesson (31m) 
Steps
Activities
Content
I. Pre teach
- T. elicits vocabulary 
- T. model
Students repeat.
I. Vocabulary
- big (adj)	to lín
- small (adj) nhá bÐ
- in the city ë thµnh phè
- in the country ë miÒn quª, n«ng th«n
 Pre reading While reading Post reading
* Checking vocab: ROR
1. Predict
- T. says: Today, we are going to read the passage about Phong's school and Thu's school
- Ask students look at the board & T. runs through all the words
- Ask students guess and match.
- T. reads the text as model - students listen
- Ask students to read aloud check their predictions
- T. run through the question & ask students to read the text again and answer the questions individually.
- T. elicits and gives model
- Students repeat
- T. asks some questions
What comes first in the question? Next?
What kinds of word "small"?
- Ask students to practice in pairs
T. model - WC repeat
Half- Half, open pairs, 
close pair
1. Matching
Phong's school
 big small
Lan's school
in the country in the city
II. Text A1- P44
* Comprehension question
Answer key:
a, Yes, it is.
b. No' it isn't.
c. Phong's school is in the country.
d. No, it isn't.
III. Practice
Model sentence
 P1: Is Phong's school small?
 P2: Yes. it is.
 P1: Is Thu's school small?
 P2: No' it isn't.
Concept checking
Form: Is + S + Adj?
Answer: Yes. S + is / No, S + isn't.
Meaning:
* Yes/No question answer drill
1. Phong's school a. big b. small
2. Thu's school c. in the city
3. Your school d. in the country
4. Your house
5. Your brother school
6. Your sister school
Example exchange
P1: Is Phong's school big?
P2: No. it isn't
P1: Is it in the country?
P2: Yes. it is.
IV - Summary (2m)
- Repeat the content of the lesson
 Is + S +Adj?
 Yes. S + is / No, S + isn't.
V - Homework: (5m)
- Learn structure
- Read the text again and write answer the questions in their notebook.
- Prepare unit 4 lesson 2 Review number
E - Evaluation 	
Date of preparing:
Date of teaching:6A
 6B
Period 21
Unit 4 big or small
Lesson 2: A3 - 4, 6 - P 45 - 46
A- Aims
- Reading a text about school to understand details and get further practice in number and school vocabulary.
- Practice reading skill
- By the end of the lesson, students will be able to understand details about school.
B - Teaching aids. 
- Teacher: Textbook, picture, real objects
- Students: pen, book
C - Technique: Bingo, Transformation writing
D - Procedure 
I - Organization (2m)
 Greeting 
 Names of absents students:
II. Warm up (5m) 
1. Act: Bingo
- T. write number on the board (elicit from students)
 (6, 8, 12, 20, 52, 100, 200, 32, 41, 400, 17, 25, 600, 900, 10)
- Give instruction: Ask students choose five numbers from the board, What they like.
Then listen to the teacher reads. When students gets 5 numbers which are numbers the teacher reads students say "Bingo"
- T. asks students say out "Bingo" to read 5 numbers.
2. Names of checked students:
III. New lesson (31m) 
Steps
Activities
Content
 Pre reading While reading
I. Open prediction
- T. asks students to guess what these numbers are about Phong's school and Thu's school.
- T. give questions on the board
Give example: Phong's school- students: 400
- Check students' understanding.
- Ask students guess
- T. collects students' ideas.
- T. reads the text first - students listen. Then asks students read the text & check their predictions.
- T. shows poster on the board and runs 
- Ask students to read the text again and answer the questions
I. Questions
How many students are there in
 classrooms
 teachers
 desks
Phong's school?
(Thu's school?) 
II. Text A3 - P45
Phong's school
Thu's school
Guess
Read
Guess
Read
Students
Classrooms
Teachers
Desks
400
8
900
20
* Questions:
1. Where is Phong's school?
 (In the country)
2. How many classrooms / students are there in Phong's school? (400/8)
3. Where is Thu's school? ( In the City)
4. Is it small? ( No)
5. How many classroom/ students are there in Thu's school? (900/20)
 Post reading
- Ask students answer questions a-c. Then write a short paragraph about their school. 
- T. gives example 
- Asks students write individually.
III. Transformation writing
Example exchange
My school is in the country. There are six classrooms. There are..
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework: (5m)
Learn vocabulary, complete their writing in their notebook.
- Do exercise 2,3 P36 in workbook
- Prepare unit 4 lesson 3 vocabulary about cardinal numbers and ordinal numbers
E - Evaluation 
Date of preparing:
Date of teaching:6A
 6B
Period 22
Unit 4 big or small
Lesson 3: B1 - 5 - P 47 - 48
A- Aims
- Listening to a dialogue about school to understand the details, and practice cardinal numbers and ordinal numbers, "Which" question to talk about school
- Practice listening
- By the end of the lesson, students will be able to remember the cardinal numbers and "Which" question
B - Teaching aids. 
- Teacher: Textbook, tape
- Students: pens, book
C - Technique: Gap - fill, Grid, Bingo
D - Procedure 
I - Organization (2m)
Greeting
Names of absents students:
II. Warm up (5m) 
1. Act: Bingo
- T. asks students say out the numbers in English while T. says in Vietnamese
- T. writes on the board: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
- T. asks students choose 5 numbers what they like.
- T. reads - Students listen
When students get 5 numbers which are the same with numbers the teacher reads. Students say out Bingo
2. Names of checked students:
III. New lesson (31m) 
Steps
Activities
Content
I. Pre teach 
- T. elicits vocabulary
 Model - students repeat
* Checking vocab: ROR
II. Prediction dialogue
1. Set the scene
JThu KPhong
Who are they?
- T. hangs poster on the board and runs 
- Give instruction: Ask students to guess some information about Thu and Phong
- T. gives example: N1 - 6
- Ask students copy down the umbers and guess.
- Students do individually
- Ask students listen and check their guess.
I. Vocabulary
- and (condj) vµ
- floor (n) tÇng
- grade (n) líp
- first - 1st
- second - 2nd
- third - 3rd
- fourth - 4th
- fifth - 5th
- tenth - 10th
II. Dialogue
1. Gap - fill
Answer:
1. 6 5. two
2. 6A 6. four
3. 7 7. 2nd
4. 7A 8. first
* Note:
P1: Which grade are you in?
 class
P2: I am in grade 6
 class 6A.
- T. draws the grid on the board
- Run through and ask students work in pairs
- Students can read B1 again and fill in the table about Phong and Thu.
- Ask students using the grids and practice speaking
- T. gives example 
- Ask students practice in pairs.
2. Grid B2 - P48
Name
Grade
Class
Classroom's floor
Phong
Thu
You
7
6
7C
6A
2nd
3rd
III. Speaking
Example exchange
P1: Which grade / class is Thu in?
P2: She is in grade 6/ class 6A.
P1: Where is her classroom?
P2: It's on the second floor.
IV - Summary (2m)
- Repeat the content of the lesson
 Which grade/ class?
V - Homework: (5m)
- Learn vocabulary, reading B1 P47 again 
- Prepare unit 4 lesson 4 - Vocabulary of routines
E - Evaluation 
Date of preparing:
Date of teaching:6A
 6B
Period 23
Unit 4 big or small
Lesson 4: C1 - 3 - P 49 
A- Aim
-Simple present, positive statements with (I, You, She, He) and vocabulary of routines to talk about habitual actions
- Practice reading and speaking skills
- By the end of the lesson, students will be able to remember the form and use of the present simple tense.
B - Teaching aids. 
- Teacher: Textbook, pictures, cues
- Students: pens, book
C - Technique: Chatting, Chain game, write it up
D - Procedure 
I - Organization (2m)
Greeting
Names of absent students:
II. Warm up (5m) 
1. Act: Chatting
- T. asks some questions
1. What's your name?
2. Which grade are you in?
2. Names of checked students:
III. New lesson (31m) 
Steps
Activities
Content
Presentation
I. Pre teaching
- T. elicits from the pictures
* Checking vocab: ROR
II. Presentation 
1. Set the scene
- T. asks: C¸c em th­êng lµm g× vµo buæi s¸ng sím.
I. Vocabulary
- get up (v) thøc dËy
- get dressed (v) mÆc quÇn ¸o
- brush your teeth (v) ®¸nh r¨ng
- wash your face (v) röa mÆt
- have breakfast (v) ¨n s¸ng
- go to school (v) ®i häc
II. C1- P49
 Practice
- T. gives model question (2 times)
 model answer (2 times)
- Ask students repeat in choral
- Ask students look at the answer and check ( ask some questions)
What comes first? Next?
What kinds of these words?
- Ask students look at the questions and asks.
What comes after "what"?
- We keep the "Infinitive" or adding "s/es" after the verbs.
- T. shows the cues and runs through
- T. gives model - Students repeats
T - WC (exchange)
Half - Half, open pairs, close pairs
Model sentence
P1: What do you do everyday?
 does Ba
 he
 she
P2: I get up / have breakfast.
 Ba gets up / brushes his teeth
 He has breakfast
 She brushes her teeth
Concept checking
- Form: 
 I + V
 Ba/ She/ He + Ves,s
- Meaning: Ai ®ã lµm g×
* Take note:
We use "do" before "I" in the question. "does" before "Ba / She / He" in the question.
- Verbs in the question keep in "Infinitive" form
- Form:
 What do you + V?
 does + he/ she + V?
* Trong c©u tr¶ lêi ( Positive statements) khi "S" lµ "She/ He/ It" chóng ta thªm "s or es" vµo sau ®éng tõ ®ã
Eg: get - gets
 brush - brushes
- Nh÷ng ®éng tõ tËn cïng lµ: s, x, ch, sh, o, ss, thªm "es" vµo sau ®éng tõ
- §éng tõ "have" ë hiÖn t¹i cã 2 d¹ng: have/ has
III. Word cue drill
1. I / get up
2. I / brush my teeth
3. I / have breakfast
4. He / washes his face
5. She / goes to school
6. He / has breakfast
Further practice
- Ask students use the verbs in vocabulary to talk about your every day morning actions.
- Ask students work in groups of 6 students 
- T. gives instruction
Example exchange
P1: What do you do every morning?
 does he
P2: I get up.
He washes his face.
IV: Chain game
Eg: 
P1: I get up.
P2: I get up and I get dressed.
P3: I get up , I get dressed and I.
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework: (5m)
- Learn vocabulary; write 5 sentences about what Ba does every day morning.
 Begin with: Every morning, Ba gets up. He.
- Prepare unit 4 lesson 5 - Revision vocabulary about numbers.
E - Evaluation 
Date of preparing:9/10/08
Date of teaching:6A
 6B
Period 24
Unit 4 big or small
Lesson 5: C4 - 8 - P 50 -51
A- Aim
- Telling the time
- Practice speaking, listening and reading skills
- By the end of the lesson, students will be able to ask and answer about the time.
B - Teaching aids. 
- Teacher: Textbook, pictures, cues
- Students: pen, book
C - Technique: Dictation
D - Procedure 
I - Organization (2m)
 Greeting
 Names of absent students 
II. Warm up (5m) 
1. Act: Dictation
- T. asks students to take a piece of paper and pen
- Give instruction: T. reads numbers students listen and write
- T. calls some students go to the board and write
- T. corrects later
(Teacher reads: 1, 10, 4, 30, 3, 15, 64, 7.14, 10.30, 12.25, 11.50, and 2.45)
2. Names of checked students:
III. New lesson (31m) 
Steps
Activities
Content
I. Pre teaching
* Checking vocab: ROR
1. Presentation
- Ask students look at the pictures P50
a. Set the scene
- T. asks: 
What are they talking about?
St: They are talking about the time.
- T. model - students repeat.
- T. asks some questions to elicit the form
What do we use "What time" for?
Answer: Which comes first "hour or minute"?
II. Picture drill 
- T. asks students look at these pictures and practice speaking about the time
I. Vocabulary
- the time (n) thêi gian
- ten o'clock 10 giê
- half past ten 10.30
- be late for muén
1. C4-5 P50
Model sentence
P1: What time is it?
P2: It's eight o'clock.
 ten fifteen.
 half past ten.
* Concept checking
 What time? use to talk about the time
 (Hái vÒ thêi gian)
- Hour to minute
- Form: What time is it?
 It's giê + o'clock
 giê + phót
II. Speaking - C5 -P50
Example 
P1: What time is it?
P2: It's ten o'clock.
* Word cues drill 
- T. runs through the cues
- T. models - Students repeat
 T - WC, half - half, open pairs, close pair
C7 - P51
1. get up / 6.00
2. go home / 11.30
3. go to school / 6.45
4. have breakfast / 6.15
Example exchange:
P1: What time do you get up?
P2: I get up at 6 o'clock. (At 6 o'clock)
IV - Summary (2m)
- Repeat the content of the lesson
 What time is it?
 It's ..
V - Homework: (5m)
- Learn vocabulary and structures to talk about the time.
- Do exercise C6,7 P51
- Prepare unit 5 lesson 1 A1,2
E - Evaluation