Giáo án Tiếng Anh 6 - Unit 1 & 2

the break time?
Do you like your new school?
So your friends go to school with you?
So you do your homework after school?
4. Fill and underline the present continuous form.
The present continuous:
5. Complete the sentences with the correct form of the verbs.
Key: 
Am not playing
Are studying
Aren’t doing
Am having
Are riding
6. Choose the correct tense of the verbs.
Key: 
Are having
Wears
Starts
Is watching
Are skipping
- Ask Ss to underline things that often happen or are fixed. Then underline things that are happening now.
- Help Ss to compare Vy’s first week with their individually.
- Correct the mistakes
- Group-work 
- Individual work
* Production:
7. Read Vy’s email to her friend.
Key: 
Compare Vy’s first week with yours.
Ex:
Both Vy and I are having an interesting first week.
I wear my uniform every day, but Vy wears her uniform only on Mondays and Saturday.
*Homework:
- Prepare next lesson (Communication) 
Experiments:
Week: 02
Period: 05
Date of planning: 22/08/2015
UNIT 1: MY NEW SCHOOL
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can use appropriate questions when making new friends at a new school.
II. Language Focus:
	1. Vocabulary: pocket money, remember, share, help, classmate.
	2. Structures: The present simple tense.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pieces of paper.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss guess the meaning of the vocabulary.
- Tell Ss that this vocabulary will appear in the task that follow.
- Ask Ss how they often make friends, what they often say when they first meet a new friends, what questions they often ask, etc.
- Whole class
- Answer
* Presentation:
Guess the meaning of the vocabulary:
pocket money
remember
 share
help 
classmate
- Ask Ss to read and tick the questions. 
- Allow Ss to discuss in groups.
- Ask Ss why or why not they ticked this or that question.
- Allow Ss some time to write questions on a piece of paper, share them with the class or group.
- Ask Ss to give the qualities of a good friend in class (adjectives). They can give as many words as possible.
- Divide class into groups of 4 or 5. Ss take turns to interview the other members, using the questions.
- Encourage Ss to give nice sentences about friendship
- Group-work
- Whole class
- Group-work 
* Practice:
1. Game: Making friend.
 Read and tick the questions you think are suitable to ask a new friends at school.
2. There is a quiz for students in the new school newsletter. Read the questions.
Example:
Friendly
Generous
Helpful
Cheerful
Humorous
Kind
Reserved
Example: 
“Friends are forever”
- Choose some Ss to present to the class about their good friends and why they are good friends. (avoid talking about someone who is considered “not a good friend”).
- Whole class
* Production:
Present to the class about your good friends and why they are good friends.
*Homework:
- Learn new vocabulary and questions to make friends.
- Prepare next lesson :
 (Skill 1)
Experiments: 
Week: 02
Period: 06
Date of planning: 22/08/2015
UNIT 1: MY NEW SCHOOL
Lesson 5: Skill 1
I. Objectives:
	By the end of this lesson, students can read and talk about school activities, subjects, and what Ss do at school.
II. Language Focus:
	1. Vocabulary: boarding, surrounded, international, creative
	2. Structures: The present simple tense.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pieces of paper.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask the class to look at the three pictures first.
- Encourage Ss to give their ideas (as many sentences as possible).
- Ask Ss to read the three passages quikly and check their ideas. Set a strict time limit to ensure Ss read quickly for information.
- Whole class
- Individual work
* Presentation:
Look at the picture. 
What do they tell you about the school?
(pictures on page 22)
& Reading
1. Read the text quickly to check your ideas
- Ask Ss to read the passages again, then find the words in the passages.
- Help them to give the meaning of the words, or explanations, or examples, or Vietnamese equivalent.
- Tell Ss to pay attention to the context of the words
- Set a longer time limit for Ss to reread the text and complete the sentences.
- Ask Ss to note where they found the information that help them complete the sentences.
- Have Ss to compare their answer.
- Allow Ss to read in chorus once. Then call some individuals to read aloud to the class. Check their pronunciation and intonation.
- Ask Ss to refer back the three schools. Give the background of the schools.
- Ask Ss to complete the table in their notebooks.
- Pair-work
- Individual work
- Individual work 
* Practice:
2. Now find these words in the text. What do they mean?
It is a boarding school. That means many Ss study and live there. 
The school is surrounded by mountains and green fields. 
 international school  for Ss from year 1 to year 2, Ss learn English with foreign teachers
(inter + national)
Some creative students do drawings and paintings in the art club.
2. Now read the text again and complete these sentences.
Key: 
Boarding
Vinabrita
Australia
Mountains
English speaking teachers.
& Speaking
4. Which school would you like to go to? Why? First complete the table. Then discuss with your friends.
Background of the school:
PLC Sydney: an international school for girls from kindergarten to year 12 in Sydney, Australia.
An Lac Lower Secondary School: a small school in a mountainous region in Son Dong Dist, Bac Giang Province.
Vinabrita School: an international school for from year 1 to year 12 in Ha Noi.
- Divide the class into groups of 4 or 5, let them discuss their answers to the questions, and give reasons.
- Ask some Ss to talk to the class, then the class give their comments on their friends’ content, pronunciation, fluency, language, body language, etc.
- Group-work
* Production:
Discuss:
- Which school (among the three above) would you like to go? Why?
*Homework:
- Practice speaking more.
- Prepare next lesson :
 (Skill 2)
Experiments: 
Week: 03
Period: 07
Date of planning: 30/08/2015
UNIT 1: MY NEW SCHOOL
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can listen to get information about school activities and write a webpage for their school, using correct punctuation.
II. Language Focus:
	1. Vocabulary: webpage, punctuation.
	2. Structures: The present simple and present continuous tense.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, poster.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to refer back to the reading : PLC Sydney and answer.
- Whole class
* Presentation:
Questions:
- Give the full name of the PLC Sydney School.
- Do you like PLC Sydney school?
Why? Why not?
- Play the recording. Ask Ss to listen only the first time. Then play the recording again and allow Ss to choose the correct answers as they listen.
- Allow Ss share their answers before listening to the recording a final time to check.
- Tell the class the importance of punctuation marks. Allow some time for the Ss to study the writing tip. Explain to Ss the new words and punctuation marks.
- Ask Ss to correct the punctuation in the sentences in their notebooks.
- Call 5 Ss to write the 5 sentences on the board.
- Let the class comment and check. 
- Give correction.
- Play the recording twice. Let Ss write the words in the correct places.
- Allow Ss to refer back to the reading for useful language, and note interesting expressions and language on the board.
- Show a webpage to inspire Ss.
- Tell Ss to write a draft first, trying to answer all the questions.
- Ask Ss to write a paragraph of about 80 words about their school.
- Individual work
- Whole class
- Individual work 
* Practice:
& Listening
1. Susie is a student at PLC Sydney. Listen and choose the correct answer.
Key:
 1. A 2. A
 3. B 4. B
 5. A
& Writing
A webpage for school
Writing Tip – good punctuation.
2. Can you correct the punctuation in these sentences?
Key: 
School starts on the 5th September.
Does he live in Ha Noi?
I’m excited about the firstday of school.
Are you doing your homework?
We’re having an English lesson in class.
3. Can you correct the passage? Write the correct version.
Key: 
Hi, I’m Phong and I’m from Ho Chi Minh City. I wear my uniform to school every day. My favourite teacher is Mr Trung. He teaches me science.
4. Create a webpage for your school.
- Choose some Ss to present to the class about their writing.
- Tell Ss to pay attention to punctuation, structure elements, linking words, etc.
- Give correction. 
- Whole class
* Production:
Present to the class about their writing.
*Homework:
- Write a paragraph in your notebook.
- Prepare next lesson :
 (Looking back)
Experiments: 
Week: 03
Period: 08
Date of planning: 30/08/2015
UNIT 1: MY NEW SCHOOL
Lesson 7: Looking Back
I. Objectives:
	By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
	1. Vocabulary: webpage, punctuation.
	2. Structures: 	The present simple and present continuous tense.
	Verb (study, have, do, play) + Noun
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, poster.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Tell Ss to write the words in their notebooks. Then T corrects the mistakes. 
- Let Ss repeat the words.
- Check their pronunciation
- Have Ss match the words in A with ones in B.
- Individual work
- Repeat
- Individual work
* Presentation:
& Vocabulary
1. Write words that match the pictures. 
Key:
Dictionary
Uniform
Pencil sharpener
Notebook
Compass
Calculator
2. Match the words in A with the ones in B
Key:
B 2. C 3. A 4. D
- Play the recording twice. Let Ss write the words in the correct places.
- Give correction.
- Ask Ss to do these exercises (4, 5, 6) in individually first. Then they can check their answers with a partner before discussing the answers as a class.
- Tell Ss to keep a record of their original answers so they can use that information in their Now you can statements.
- Ask Ss to read the questions and answers once or twice, then match them.
- Have Ss write all the sentences in their notebooks.
- Individual work
- Individual work
- Park - work
- Individual work
* Practice:
3. Listen. Then write down the words you hear in the correct places.
Key:
- Play: sport, badminton, music.
- Do: morning exercise, homework.
- Study: new words, geography.
- Have: English lessons, a new book.
& Grammar
4. Complete the sentences with the present simple.
Key:
Comes 2. Don’t 3. Walks 4. Do 5. Teaches 6. Play 
5. Complete the sentences with the present continuous.
Key: 
1. are doing	2. Are riding
3. is  studying	4. is having
5. am walking	6. is teaching
6. Complete the text with the correct form of the verbs in brackets.
Key:
1. live	2. is	3. has
4. is walking	5. go	6. Study
7. are working	8. loves 
& Communication
7. Match the questions with the correct answers. 
Key: 
	 b – g	d –f	e –a 	h – c
- Ask Ss work in pairs and role play the questions and answers.
- Ask Ss to complete the self- assessment. Identify and difficulties and weak areas and provide further practice.
- Pair - work
* Production:
8. Now role play the questions and answers.
	Finished! Now you can
*Homework:
- Show more examples of the different types of school if possible.
- Prepare next lesson :
 (Unit 2: My Home 
Lesson 1: Getting Started)
UNIT 2: MY HOME
Lesson 1: Getting Started - A look inside
I. Objectives:
	By the end of this lesson, students can know the key language and structures to be learnt in this unit.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to guess what the picture might show or what the conversation might be about.
- Ask Ss questions about the picture.
- Ask Ss to share any recent experiences of chatting online.
- Ask Ss to talk a bit about the place where you live.
- T-Whole class
* Presentation:
Guess what the picture might show or what the conversation might be about.
Ex:
- What are Nick and Mi doing?
(talking on Skype; Skype = a system that allows you to make telephone calls using your computer and the internet). 
- Talk a bit about the place where you live.
- Play the recording
- Ask Ss to give the answers without reading the conversation again.
- Ask Ss to read the conversation and check their answers. Confirm the correct answers.
- Have Ss work independently. Allow them to share answers before discussing as class.
- Ask Ss to write the correct answers on the board. 
- Ask Ss if they know the prepositions in the box.
- Have Ss do exercise 2 in pairs.
- Ask for Ss’ answers.
- Ask Ss to write the sentences individually, then share the sentences with a friend.
- Call on some Ss to write their answer on the board.
- Check the sentences with the whole class.
- Ask Ss to look at the picture of the room and do exercise individually. 
- Have Ss share their answers before giving the answer.
- Confirm the correct answers.
- Listen and read
- Individual work
- Individual work
- Pair-work
- Individual work
- Individual work
- Pair-work
* Practice:
1. Listen and read
a. Which family members does Mi talk about?
Key: 
Grandparents
Dad
Mum
Brother 
Uncle 
Aunt
Cousin 
b. Read the conversation again. Complete the sentences.
Key: 
1. TV; sofa	2. Town house
3. sitting on the sofa	4. noisy
5. three
2. Match the prepositions with the pictures.
Key:
A. on 	 B. next to	C. behind
D. in	 E. in front of
F. between	G. under 
3. Write a sentence to describe each picture in 2.
Key: 
The dog is on the chair 
The dog is next to the bowl.
The cat is behind the TV.
The cat is in the wardrobe.
The dog is in front of the kennel.
The cat is between the lamp and the sofa.
The cat is under the table.
4. Write true of false for each sentence. Correct the false ones.
Key:
1. F (The dog is between the bookshelf and the bed).
2. T
3. F (The clock is between the pictures).
4. F (The cat is in front of the kennel).
5. F (The cap is next to the pillow).
6. T
- Ask Ss to look at the picture and answer the questions.
- Correct their answers
- Pair-work 
* Production:
5. Look at the picture again. Answer the questions.
Key:
1. They are on the desk.
2. They are on the floor.
3. Yes, it is.
4. No, they aren’t.
5. It’s behind the bookshelf.
6. No, it isn’t.
*Homework:
- Write the answer in your notebook.
- Prepare next lesson 
 (A closer look 1)
Week: 03 
Period: 09
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /z/, /s/ and /iz/ in isolation and in context.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss quickly match the room with its name.
- Explain the meaning of “hall”.
- Quickly check the answers.
- Individual work
* Presentation:
& Vocabulary
1. Name the rooms of the house.
kitchen 	hall	
bedroom	bathroom	
living room	attic
- Ask Ss to work in pairs to do this activity.
- Write the name of the room on the board, in different places. Call on Ss from different pairs to go to the board and write the name of the furniture under these rooms.
- Ask Ss to comment.
- Play the recording.
- Ask Ss to listen and repeat the words.
- Ask for more words for each group.
- Model this activity with a Ss. 
- Ask Ss to work in pairs.
- Call some pairs to practice in front of the class.
- Have Ss to read out the words first.
- Play the recording for Ss to listen and repeat the words.
- Pay attention to the sound: 
/z/, /s/ and /iz/
- Ask Ss to put the words in the correct column while they listen.
- Have Ss comment on the way to pronounce –s/-es at the end of the words. Quickly explain the rules.
- Ask Ss to do this exercise individually first then compare their answers with a partner. Check Ss’answers.
- Ask Ss to explain their answers.
- Pair-work 
- Listen and repeat.
- Pair-work
- T-Whole class
- Individual work
* Practice:
2. Name the things in each room in 1
Key: 
Living room
Lamp, sofa, picture, table.
Bedroom
Bed, lamp, picture, chest of drawers.
Kitchen 
Bridge, cupboard, cooker, table, dishwasher, chair.
Hall
Picture
3. Listen and repeat the words. Can you add more words to the list.
(page 34)
4. Think of a room. In pairs, ask and answer questions to guess the room.
Example:
A: What’s in the room?
B: A sofa and a television.
A: Is it the living room?
B: Yes.
& Pronunciation 
/z/, /s/ and /iz/
5. Listen and repeat the words.
Lamp	posters	sinks
Fridge	tables	toilets
Beds	wardrobes
6. Listen again and put the words in the correct column.
/z/
/s/
/iz/
Posters
Tables
Wardrobes
Beds
Lamps
Sinks
Toilets
Fridges 
- Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/...) and any vowel sounds.
- Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /g/, /k/, /f/, /θ/).
- Final –es is pronounced /iz/ after voiced sounds (/s/, /z/, /ʃ/, /tʃ/, /ʤ/).
7. Read the conversation below. Underline the final s/es in the words and write /z/, /s/ or /iz/.
/z/: things, pictures
/s/: lights, chopsticks
/iz/: dishes, vases
- Play the recording for Ss to repeat each line of the conversation.
- Ask Ss to practice in pair.
- Pair-work
* Production:
8. Listen to the conversation and repeat. Pay attention to /z/, /s/ and /iz/ at the end of the words. Then practice the conversation with a partner.
*Homework:
- Learn vocabulary by heart.
- Prepare next lesson 
 (A closer look 2)
Week: 04
Period: 10
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use There is/ There isn’t/ There are/ There aren’t correctly and appropriately.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss to play a game.
- Group work
* Warm-up:
Nought and Crosse:
cupboard
sinks
lamp
bedroom
posters
kitchen
bathroom
window
wall
Ex: The cupboard is in the kitchen.
- Ask Ss to look at the pictures of the two rooms in the grammar. Ask Ss what the second room doesn’t have.
- Ask Ss to use the There is/ There are structure to make sentences.
- Elicit the forms (positive, negative, questions and short answers) from the Ss.
- Have Ss a closer look at the grammar box, especially the example. 
- T-Whole class
* Presentation:
& Grammar
There is / There isn’t
There are / There aren’t
Positive:
Singular: There’s (is) a picture on the wall.
Plural: There are two lamps in the room.
Negative:
Singular: There isn’t a picture on the wall.
Plural: There aren’t two lamps in the room.
Questions and short answer:
Singular: 
- Is there a picture on the wall?
- Yes, there is. / No, there isn’t.
Plural: 
- Are there two lamps in the room?
- Yes, there are. / No, there aren’t.
- Ask Ss to do exercise 1 and 2 quickly then give the answers to T.
- Have Ss to write the sentences individually then go to the board to write their sentences.
- Ask Ss to look at the picture and complete the description.
- Confirm the correct answers and write them on the board.
- Have Ss do this exercise individually, then give their answers.
- Individual work 
- Individual work 
- Pair-work
- Individual work
- Pair - work
* Practice:
1. Write is or are.
2. Make the sentences in 1 negative.
Key: 
1. is/ isn’t	2. Are/ aren’t
3. are/ aren’t	4. Is/ isn’t
5. are/ aren’t
3. Write positive and negative sentences.
Key:
1. There is/ isn’t a TV next to/ on the table.
2. There is/ isn’t a brown dog in the kitchen.
3. There is/ isn’t a boy in front of the cupboard.
4. There is/ isn’t a bath in the bathroom.
5. There are/ aren’t lamps in the bedroom. 
4. Write is / isn’t / are / aren’t in each blank to describe the kitchen in Mi’s house.
Key: 
 1. is	2. is	3. are	
 4. are	5. aren’t	6. isn’t
5. Complete the questions.
Key:
1. Is there a fridge in your kitchen?
2. Is there a TV in your bedroom?
3. Are there four chairs in your living room?
4. Is there a desk next to your bed?
5. Are there two sinks in your bathroom?
6. In pairs, ask and answer the questions in 5. Report your partner’s answer to the class.
- Model the conversation with a Ss before Ss do this in pairs.
- Call some pairs act out he conversation in front of the whole group.
- Pair - work 
* Production:
7. Work in pair. Ask your partner about his/ her room or the room he/ she likes best in the house.
*Homework:
- Prepare next lesson 	(Communication) 
Week: 04
Period: 11
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can use ask about and describe houses, rooms and f