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

Date:
Period 20 
Unit 4: Big or Small?
Lesson 1: Section A: 1-2 Where is your school?
I. Aims and objectives: By the end of the lesson, ss will be able to understand Phong's school and Thu's school.
-Read a description of a school with practice in possessive 's'
II. Language focus:
1. Structure: Possessive 's' : Phong's school
 Tªn 's + vËt së h÷u
2.Vocabulary: big (a) , small (a) , in the city , in the country 
III.Ways of working: T-wc, pair work, group work, individually.
IV. Teaching aids: Book, notebook, pictures, cassette, tape.
V. Anticipated problems:
VI. Procedure:
STAGE
T’S ACTIVITIES
Ss’ACTIVITIES
I
My 
His
Thu
He
You
Your
Thu's
She
Her
1. Warmer:
(5’)
2.presentation
Pre teach: (5’)
2. Pre – reading:(5’)
3. While - reading: (10’)
4. Post – reading:(15’)
Consolidation
(3’).
Homework(2’)
1- Organization.(1)-Good morning! How are you today?Who’s absent today - Checking up. Pelmanism
3- New lesson: 1. Pre teach: 
big (a) : to lín
small (a) : nhá bÐ
in the city : ë thµnh phè
in the country : ë n«ng th«n
* Checking: Matching
2. Pre – reading: * Set the scene: Picture p44
- What's this? Phong's school/ Thu's school
- How is it? Big/ small
- Where's it? ..
* Open prediction
- You are going to read the description of Phong's school and Thu's school. Before, guess and match:
Phong's school big in the country
Thu's school	 small in the city 
- Call students to match (1')
3. While - reading: - A1 p44
- Ask students to listen and read, then check the matching.
- Correct.
* Comprehension questions : (A2 p44)
- Ask students to work in pairs: Ask and answer (3')
- Model.
- Feed back: Call some pairs to practice
- Correct.
a. Yes, it is c. It's in the country
b. No, it isn't d. No, it isn't
4. Post – reading: - Model: 
Nga: Is Phong's school small?
Mai: Yes, it is.
Nga: Is Thu's school small?
Mai: No, it isn't.
- Explain: Possessive 's'
 Phong's school
Tªn 's + vËt së h÷u
* Yes/ No questions - Answer drill
Phong's school/ big/ No
Thu's school/ big/ Yes.
Your school/ small/ No.
Your house/ small/ Yes.
Your brother's school/ in the city/ No.
Your school/ in the country/ Yes.
- Model:
S1: Is Phong's school big?
S2: No, it isn't.
- Control practice
- Less controlled.
* Chain Game
- Ask students too work in groups of 5: Talk about possessives.
- Model: 
S1: Hoa's pen
S2: Hoa's pen and Lan's pencil.
S3: Hoa's pen, Lan's pencil and Nam's book.
S4: .
- Get feed back: Call some groups to practice
4 – Consolidation (4’).
+ Question: What do you read?
+ Exercise practice:
- Is Phong's school bib/ small?
- Is your school big?
- Say the possessive with 's'
5 – Homework (2’). - Describe your school.
 - Ex1, 2, 3,4,5 (p35 - 38) 
-2 teams
- Guess the words
- Repeat chorally	
- Repeat individually
- Copy
- Have a look
- Answer
- Individual work
- Whole class
- Remark
- Pairs work
- Practice
- Write up
- Repeat chorally
- Pairs work
- Take notes
- Go through
- Chorus repetition
- 2 groups work
- Pairs work
- Groups work
Date:
Period 21 
Unit 4: Big or Small?
Lesson 2: Section A: 3-6 
I. Aims and objectives: By the end of the lesson, ss will be able to understand Phong's school and Thu's school. To read a description of a school with practice in possessive 's'
II. Language focus:
1. Structure: Where's Phong's school? 
 Which is big/ small?
 How many classrooms are there in ?
2.Vocabulary: numbers: 400, 900 
III.Ways of working: T-wc, pair work, group work, individually.
IV. Teaching aids: Book, notebook, pictures, cassette, tape.
V. Anticipated problems:
VI. Procedure:
STAGE
T’S ACTIVITIES
Ss’ACTIVITIES
Warmer(5’)
Pre – reading
(10’)
While – reading(15’)
Post - reading
(10’)
Consolidation
(3’).
Homework(2’)
1. Warmer: Bingo: - Elicit and write numbers:
6 8 12 20 52 100 200 32 
 41 400 17 25 600 900 10
- Ask students to choose 5 numbers.
- Read the numbers and find the winner.
2. Pre - reading: Open – prediction: - Set the scene: 
Where's Phong's school? - In the country
Where's Thu's school? - In the city.
Which is big/ small?
- Show numbers: 400, 900, 8, 20
- Instruction: They are about Phong's school and Thu's school. Guess what these numbers are about, to do with:
Phong's school	Thu's school
8 classrooms 20 classrooms
400 students	 900 students
- Model: students, teachers, classrooms .
- Time (2')
- Ask students to compare.
- Get feed back: 
3. While - reading: A3 p45
- Ask students to read A3 and check their prediction.
- Feedback: Correct
* Answer Given
In the country
8
400
In the city
No, it isn't. It's big.
20
900
- Divide 2 teams. Ask students to make questions for the answers.Model, check.
Where's Phong's school?
How many classrooms are there in ?
- Control, put mark. Correction.
4. Post - reading: A4p46
- Ask students to works in pairs: 
- Answer the 3 questions (3')
- Feed back: Call some pairs to practice
- Indirect correction.
It's in the country/ city.
There are 12 classrooms.
There are 600 students
* Transformation Writing
- Ask students to base on the text A3 p45 and rewrite it according to their school.
- Model: 
My school is in the country. It is . There are ..(classrooms, students , teachers ) 
- Move around. Get feed back: Indirect correction
* Play with words: A5 p46
5- Consolidation (3’).
+ Question: What do you read?
+ Exercise practice:
- Is Phong's school bib/ small?
- Is your school big?
- Say the possessive with 's'
6 – Homework (2’).
- Describe your school.
- Ex1, 2, 3,4,5 (p38 - 40)
- Whole class: students listen and tick their numbers.
- Shout 'Bingo'
- Answer
- Have a look
- Individual work
- Compare
- Give the answers
- Whole class
- 2 groups
- Have a look
- Make questions
- Remark
- Write it up
- Pairs work
- Individual work
- Exhibition
- Remark
Date:
Period 22 
Unit 4: Big or small?
Lesson 3:B1--6 My class 
I- The aims and objectives.
1.Objectives: -By the end of the lesson, students will be able to understand the dialogue between Thu and Phuong, practice cardinal numbers, 'which' question to talk about school.
2-Teaching points: -Listen to a dialogue about school for details
3-Preparation: + T: Poster, radio, tape
 +Ss: Textbooks
II.Ways of working: T-wc, pair work, group work, individually.
III. Teaching aids: Book, notebook, pictures, cassette, tape.
IV. Anticipated problems:
V - Procedures.
STAGES
T’S ACTIVITIES
Ss’ACTIVITIES
1. Warmer:
(5’)
2.presentation
Pre teach: (5’)
2. Pre – reading:(10’)
3. While - reading: (10’)
4. Post – reading:(10’)
Consolidation
(3’).
Homework(2’)
*- Organization.(1’) -Good morning! How are you today? Who’s absent today?
1.Checking up
- Read A3 and answer the questions.
- Talk about your school (A4)
- Call 2 students.
- Correct and give mark
2 - New lesson (30-35’).
1. Pre teach: Vocabulary (B4 p48)
Grade (n) : líp (tr×nh ®é)
Floor (n) : tÇng, lÇu
The first/ 1st : thø nhÊt, ngµy mïng mét
The second/ 2nd : thø hai, ngµy mïng hai
The third/ 3rd :
The fourth/ 4th :
The fifth/ 5th :
The sixth/ 6th :
The seventh/ 7th :
The eighth/ 8th :
The ninth/ 9th :
The tenth/ 10th :
* Checking: Wh & Wh
2. Pre - listening: - Set the scene: 
 Thu Phong 
Which grade is Thu in?
Which class is Phong in?
- You are going to listen to the dialogue between Thu and Phong. They are talking about their school, class.
* Open- prediction: B2 p48
Name Grade Class Classroom's floor
Thu 7 7C 2nd
Phong 6 6A 1st
You	 6 6A/B/C 2nd
- Ask students to guess and fill in the grid
- Model, time (3')
- Feed back.
3. While - listening: B1 p47
- Ask students to listen and repeat B1 (twice) and check their prediction.
- Feed back and correct.
- Ask students to practice the dialogue in pairs (3')
- Ask students too fill in 'you' column.
- Ask students to practice in pairs: Ask and answer about 'you'.
- Model:
S1: Which grade are you in?
S2: I'm in grade 6
S1: And which class are you in?
S2: 6B. What about you?
S1: I'm in grade . Class .
 How many floors are there in your school?
S2: Two
S1: My school has  floors and my classroom is on the 2nd floor. Where's your classroom?
S2: It's on the 1st floor.
- Time (3')
- Feed back: Call some students to practice.
4. Post - listening: Word cue drill
- Model:
S1: Which grade is Thu in?
S2: She's in grade 7
 class / class 7C
S1: Where's her classroom?
S2: It's on the 2nd floor.
- Control
- Less controlled.
a) Write it up: B3 p48
- Ask students to write from the grid to talk about Thu, Phong and you.
E.g. Thu is in grade .class.. Her classroom is on the 2nd floor.
- Move around, take notes, indirect correction.
b) Complete the dialogue: B5 p48
P: not T: are
T: does P: am
P: has T: is P: on
* Mapped Dialogue
Thu / Phong.big? No
How many floors..? Two
Which class ..? 6A
Where classroom? 1st floor. 
4 – Consolidation (3’).
+ Question: What do you listen and read?
+ Exercise practice: Say cardinal numbers.
5 – Homework(2’).- Vocabulary 
 - Ex1,4 (p38- 39) 
- Guess the words
- Repeat chorally	
- Repeat individually
- Copy
- Have a look
- Answer
- Copy
- Individual work
- Compare
- Write up
- Whole class
- Remark
- Pairs work
- Individual work
- Pairs work
- Practice
- Go through
- Chorus repetition
- 2 groups work
- Pairs work
- Individual work
- Pairs work
- Whole class
- 2 groups
- Pairs work
Date:
Period 23 
Unit 4: Big or Small?
Lesson 4: Section C: GETTING READY FOR SCHOOL 1-3: 
I.Aims and objectives: By the end of the lesson, ss will be able to
 + Know some activities they often do in the morning 
 + Know how to use activities to describe some actions in the morning 
 + Use question “ What do you do every morning ? ” to present the simple 
 + Improve their skills
II. Language focus:
1. Structure: 1 What do you do every morning? I get up. Then I 
 2 What does she do every morning? She gets up. Then she .
2.Vocabulary: + every ;+ get dressed ;+ wash face ; + get up ; + brush teeth ; + have bracfast
III.Ways of working: T-wc, pair work, group work, individually.
IV. Teaching aids: Book, notebook, pictures, cassette, tape.
V. Anticipated problems:
VI. Procedure:
STAGE
T’S ACTIVITIES
Ss’ACTIVITIES
Warm up:
(5’)
Presentation (15’)
Practice:
 ( 10’)
Further Practice : 
( 10’)
Consolidation.
(3’)
Homework (2’).
1- Organization. (1’)-Good morning! How are you today? Who’s absent today?
2-Checking up:Write the cardinal number from1st-10th
- Answer: -Which grade/ class are you in?
 - Where's your classroom?
- Call 2 students.
- Correct and give mark
3 - New lesson (35’).: 1. Pre teach: Vocabulary 
- Picture (p49)
(to) get up: thøc dËy
(to) get dress: mÆc quÇn ¸o
(to) brush (your) teeth : ®¸nh r¨ng
(to) wash (your) face : röa mÆt
(to) have breakfast : ¨n s¸ng
(to) go to school : ®i häc
(to) do : lµm
* Check: Slap the board
2. Presentation: - Set the scene: Ba
What do you do every morning?
What does Ba do every morning?
* Presentation Text: Nam Ba
- Model: Nam: What do you do every morning?
 Wh aux S V 
 Ba : I get up
 I brush my teeth.
 S V(present)
Dialogue build: R & R
Concept checking:
-meaning: B¹n lµm g× vµo mçi s¸ng?
 T«i thøc dËy 
*Form: What do you do .?
 I + V (present) 
- Use: Hái, tr¶ lêi b¹n lµm g× vµo mçi s¸ng. (Th× hiÖn t¹i ®¬n: DiÔn t¶ hµnh ®éng x¶y ra lÆp ®i lÆp l¹i)
- Intonation : falling tone
- E.g. What do you do every morning?
 I go to school.
3. Practice: Word cue Drill
- Model: What do you do .?
 I ..
- Control; Less controlled
- Ask students to write up: Indirect correction.
4. Further Practice: Chain Game
- Divide groups of 5 ; - Model:
S1: I get up
S2: I get up and I get dressed
S3: I get up, I get dressed and I brush my teeth.
S4: .
S5: .
- Time (3')
- Get feed back: Call some groups to practice. 
5- Consolidation.(3’)
+ Question: What do you talk about?
 What tense do you study? 
+ Exercise practice: Make question and answer again.
6– Homework (2’).- Vocabulary 
- Write your habitual action in the morning.
- Ex1,2 (p41)
- Guess the words
- Repeat chorally	
- Repeat individually
- Copy
- 2 teams
- Have a look
- Answer
- Chorus repetition
- Individual repetition
- 2 groups work
- 2 pairs
- Translate
- Put form
- Give the use
- Put e.g.
- Whole class: go through.
- Chorus repetition
- Individual repetition
- 2 groups work
- Open pairs
- Closed pairs
- Pairs work
- Individual work
- Groups of 5
Date:
Period 24 
Unit 4: Big or Small?
Lesson 5: Section C: C4-7 
I. Aims and objectives: By the end of the lesson, ss will be able to ask and answer the time of daily routines. -Telling the time.
II. Language focus:
1. Structure: What time is it? (What is the time?) ; It's + thêi gian + o'clock
2.Vocabulary: The time ; O'clock ; Half ; (to) be late for .
III.Ways of working: T-wc, pair work, group work, individually.
IV. Teaching aids: Book, notebook, pictures, cassette, tape.
V. Anticipated problems:
I. Procedure:
STAGE
T’S ACTIVITIES
Ss’ACTIVITIES
Warm up:
(5’)
Wash your face/ 6.10
Get up/ 6.00
Presentation (15’)
Practice:
 ( 10’)
Further Practice : 
( 10’)
Consolidation.
(3’)
Homework (2’).
1- Organization.(1’)-Good morning! How are you today? Who’s absent today?
2 - Warm up:(5-7’) * Checking up:
- Give the correct form of the verb in brackets:
a. Every morning, Lan (get up) She (wash) .her face. She (have).breakfast. She (brush).her teeth and (go) to school.
- Call 2 students. Then correct and give mark. 
* Warmer: Number Dictation 
- Read: one- ten, four- thirty, five- twenty, three- fifteen, six- forty, seven- forty five, ten- thirty, twelve, twelve- five, eleven - fifty, two- fifty five.
- Feed back: Call students to say aloud the numbers.
- Correct
3 - New lesson (35-40’).a. Pre teach: Vocabulary: 
The time : thêi gian
O'clock : giê
Half past : nöa giê (30 phót)
(to) be late for : trÔ, muén
* Checking: Wh & Wh
b. Presentation- Set the scene: 
 Lan Ba
 8o'clock¾ À 10 o'clock
- Model:
Lan: What time is it?
Ba : It's 8 o'clock
 ten- fifteen
 half past ten
*Dialogue build: R & R
*Concept checking:
-Meaning:
-Form: What time is it? (What is the time?)
 It's + thêi gian + o'clock
-Use: Hái, tr¶ lêi vÒ giê 
( Giê ch½n: 8 o'clock
 Giê lÎ : giê + phót / 7. 15
 Giê lÎ 30 phót: half past + giê / 6.30)
 Intonation : falling tone
-E.g. 1 o'clock / 2.45 / 3.30
c. Practice: Picture Drill (5/ p50)
- Show the pictures.And give model: What time is it?
 It's ten o'clock
 ten ten
 ten- fifteen
 half past ten
 ten forty- five
 ten- fifty
- Control. Less controlled
* Word cue Drill : 6,7/ p51
- Model:
S1: What time do you get up?
S2: I get up at 6 o'clock.
- Control. Less controlled
* Write it up
E.g. I get up at 6 o'clock
 Ba gets up at ..
 I wash my face at ..
 Ba washes his face at ..
- Move around, take notes, indirect correction.
4. Further practice:* Noughts and Crosses
- Model: What time is it? It's 6.10
6.10	6.30	6.45
7.00	11.25	9.40
3.15	4.20	2.35
- Control. Correct 
4- Consolidation: + Question: What do you practice?
+ Exercise practice: Ask and answer about the time.
5 – Homework(2’).- Remember C8
 - Write your daily routines at times.
 - Ex4,5,6 (p42,43)
- Whole class: Write the numbers
1.40, 4.30 
- Guess the words
- Repeat chorally	
- Repeat individually
- Copy
- Have a look
- Chorus repetition
- Individual repetition
- 2 groups work
- 2 pairs
- Translate
- Put form
- Give the use
- Put e.g.
- Whole class: go through.
- Chorus repetition
- Individual repetition
- 2 groups work
- Open pairs
- Closed pairs
- Pairs work
- Individual work
- Compare
- Remark
- 2 teams: Make questions and answer