Giáo án môn Tiếng Anh Lớp 6 - Năm học 2018-2019

 report to the class about their partner’ schedule.
- Pair -work
* Production:
5. Take turn. Tell your partner about it. Listen and fill in the schedule.
Morning
Afternoon
Day 1
Day 2
Day 3 
*Homework:
- Write a schedule for yourself.
- Prepare the next lesson:
 (Skill 2)
Experiments: 
Week: 08
Period: 23
Date of planning: //
Date of teaching: //
UNIT 3: MY FRIENDS
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can listen for specific ideas and write an entry for a magazine using notes.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My friends”.
	2. Structures: 	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
- Ask Ss to see the photos first. Then point at the words in the box and ask them to do the matching.
- Play recording for checking and practicing reading the words.
- Individual work
* Presentation:
& Listening
1. What do you see in the photos? Choose the words in the box to fill the table. Then listen and check.
Key:
- Ask Ss to refer to the contents of the advertisement. Give Ss time to decide which activities are like more likely to happen at the camp and which are not. Ask them to explain why they think so.
- Have Ss brainstorm the things that Mr. Lee plans for camp.
 - Play the recording. Ask Ss to listen the first time. Then play the recording again and follow Ss to fill in the table as they listen. Ss can share their answer before playing recoding a final time to allow pairs to check their answers.
- Tell the class three letters can help them to write better. Introduce the rubric: Write a magazine entry. Write about your friends. Then write about your plans.
- Individual work
- T-Whole class
- Pair-work
* Practice:
2. Which activities do you think may/ may not happen at the Superb Summer Camp.
Key: 
- Activities that may happen at the Superb Summer Camp: a, b, d, e, f, g, i.
- Activities that may not happen: c, h (because the camp is in Ba Vi Mountains)
3. Listen to Mr Lee, the camp leader, talking on the phone with Phuc’s parents. What are they doing on Day Two and Day Three at the camp?
Morning
Afternoon
Day two
Day three
& Writing
Study skills
Research, draft, check.
- Encourage Ss not to refer back to the unit. Instead they can use what they have learnt during the unit to help them answer the questions. That will help Ss see how for they progressed, and which areas need further practice. 
- Individual work
* Production:
4. Write for 4Teen magazine about your plans this weekend with your friends.
- Introduce yourself.
- Describe your friends.
- Describe your plans. 
*Homework:
- Write your plans in your notebook.
- Prepare the next lesson :
 (Looking back)
Experiments: 
Week: 08
Period: 24
Date of planning: //
Date of teaching: //
UNIT 3: MY FRIENDS
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: the lexical items related to the topic “My friends”.
	2. Structures: 	Verbs be and have for descriptions.
	The Present Continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
- Ask Ss to write the correct words on the faces.
- Have Ss check their answers with a partner.
- Explain that Haiku is a traditional form of Japanese poetry. Ask Ss to work in groups of three to exchange their poems.
- Individual work
- Group-work
* Presentation:
& Vocabulary
1. Write the correct words in the faces 
Creative boring	funny
Confident	hard-working	kind
clever	 talkative	sporty	
shy	 patient	 serious	
2. Make your own Haiku.
Write a three line Haiku poem to describe yourself.
- Ask Ss to choose a nember of group and write a short description of him/her. Demonstrate the activity with the class, with Ss choral reading Group & A’s roles.
- Elicit the language being practiced in this activity. Ask Ss to complete the conversations individually. As in !, Ss can share answers with a partner, but they should record their original answers to guide their self-assessment.
- Group-work
- Individual work
* Practice:
& Grammar
3. Game: Who’s who?
 Example:
A: He’s tall. He has glasses. He’s creative too. He isn’t shy.
B: Is it Minh?
A: Yes! / No, try again.
4. Complete the dialogue.
 Key: 
A: are – doing
B: meeting – are going 
A: am playing
B: am watching
- Divide Ss into pairs of As and Bs. Allow Ss to complete the communication activity. Ask Pairs to join other pairs forming groups of 4. 
- As and Bs can share what they leant about their partners’ schedules before discussing with the class.
- Pair-work
* Production:
& Communication
5. Student A looks at the schedule on this page. Student B looks at the schedule on the next page.
Example: 
A: What are you doing tomorrow?
B: I’m playing football with my friends. 
or
I’m not doing anything.
*Homework:
- Prepare next lesson :
 (Unit 3: My Friends 
Lesson 1: Getting Started)
Experiments: 
Week: 09
Period: 25
Date of planning: October 5th, 2018
Date of teaching: October 8th, 2018
REVIEW 1
I. Objectives:
	By the end of this lesson, students can revise the language they have studied and the skills they have practiced since Unit 1.
II. Language Focus:
	1. Vocabulary: revise the vocabulary they have learnt since Unit 1.
	2. Structures: 	The present simple and the present continuous tense.
	There is / There isn’t - There are / There aren’t.
	Prepositions of place.
	Verbs be and have for descriptions.
	The Present Continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
- Ecilit the rules of pronouncing the final –s/-es if needed. 
- Ask Ss to do the exercise individually.
- Organize this as a game. Ask Ss to do this in pairs. The pairs that find the most words will go to the board and write the answers.
- Have Ss do this exercise individually and then share their answers with a partner.
- Check Ss’ answers.
- Ask Ss to do in pairs. This can be done as a small competition.
- Individual work
- Pair-work
- Individual work
- T-whole class
* Presentation:
& Pronunciation
1. Odd one out. Which underlined part is pronounced differently in each line?
Key:
 1. D 2. C 3. C 4. A 5. B 
2. Write the name of the school things and furniture in the house which begin with /b/ and /p/.
Key:
/b/
/p/
Book, bag, bed
Pen, pencil, picture, poster
& Vocabulary
3. Complete the words.
Key:
 1. English 2. homework 3. Lunch
 4. Sports 5. badminton 6. Physics
 7. lesson 8. judo
4. Do the crossword puzzle.
Across: 
 1. wardrobe 3. Living room
 5. apartment 6. Poster
Down: 2. Dining room 4. hall
2. Make your own Haiku.
Write a three line Haiku poem to describe yourself.
- Quickly check Ss’ answers. If time allows, ask Ss to think of some other words and make sentences.
- Elicit the use of the present and the present continuous. Call one st do this exercise on the board. Other Ss also do this. 
- Check Ss’ answers.
- Ask them for explanation.
- Ask Ss to read the text carefully and pay attention to the hints. Ask Ss to do this individually and compare their answers with a partner.
- Check Ss’ answer and ask them to explain the negative forms in their answers.
- At the same time, ask one pair to go to the board and does this exercise.
- Check Ss’ answers.
- Ask Ss to do this in pair. After checking their answers, ask one or two pairs to act out the conversation.
- Ask Ss to do this exercise individually and check their answers with a partner before giving their answers to the T to confirms the correct answers.
- Individual work
- Individual work
- Individual work
- Pair-work
- Individual work
- Individual work
5. Choose the correct words.
Key: 
 1. quite 2. Shy 3. Hard-working
 4. patient 5. Sporty
* Practice:
& Grammar
6. Complete the sentences with the present simple or the present continuous form of this verbs in brackets.
Key:
 1. is raining
 2. do you have
 3. am not going out ; am doing
 4. likes; is sleeping
 5. is
7. Complete the description with the correct form of the verbs “be” or “have”.
 Key: 
 1. is 2. isn’t 3. doesn’t have 
 4. is 5. has 6. are 7. is 8. Is
8. Read the sentences and draw the furniture in the right place.
& Everyday English
9. Number the lines of the dialogue in the correct order.
Key: 
 6 – 1 – 7 – 2 – 3 – 5 – 8 – 4 
& Reading
1. Choose A, B or C for each blank in the e-mail.
Key:
 1. A 2. C 3. C 4. B 5. A 6. B
2. Read the text and answer the questions.
Key:
It’s in a quiet place not for from the city center.
They are hard-working and serious.
They are helpful and friendly.
There are five clubs.
Because it’s a good school.
- Elicit the parts of an e-mail.
- Ask Ss to work in groups to do this exercise.
- 
- Group-work
* Production:
& Writing
6. Write an e-mail to your friend. Tell him/ her about a family member. 
*Homework:
- Write the e-mail in your notebook.
- Prepare the next lesson :
 (Unit 4: My Neighborhood 
Lesson 1: Getting Started)
Experiments: 
Week: 09
Period: 26
Date of planning: October 5th, 2018
Date of teaching: October 9th, 2018
REVIEW 2
I. Objectives:
	By the end of this lesson, students can revise the language they have studied and the skills they have practiced since Unit 1.
II. Language Focus:
	1. Vocabulary: revise the vocabulary they have learnt since Unit 1.
	2. Structures: 	The present simple and the present continuous tense.
	There is / There isn’t - There are / There aren’t.
	Prepositions of place.
	Verbs be and have for descriptions.
	The Present Continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
- Ask Ss to do this exercise individually and check their answers with a partner before giving their answers to the T to confirms the correct answers.
- Have Ss work in groups. One interviews the other two what they like and dislike about the school and the reason why.
- Summaries Ss’ ideas.
- Play the recording once for Ss to listen. Play the recording again for Ss to check their answers. Announce the answer to Ss.
- Ask Ss to quickly read the questions. Ask Ss to listen to the recording again and answer the questions. 
- Ask Ss to compare their answers before giving T their answers.
- Individual work
- Individual work
- Group-work
- Individual work.
- Individual work
& Speaking
3. Interview two classmates. Ask them what they like and dislike about your school and the reasons why. 
& Listening
4. An and Mi are talking on the phone. Listen and circle the parts of the house you hear.
Key: 
 Kitchen 	garden 
 living room 	bedroom
5. Listen again and answer the questions.
Key: 
She’s watering the plants n the garden.
He’s listening to the radio.
He’s in Mi’s bedroom.
She’s watching TV.
- Elicit the parts of an e-mail.
- Ask Ss to work in groups to do this exercise.
- 
- Group-work
* Production:
& Writing
6. Write an e-mail to your friend. Tell him/ her about a family member. 
*Homework:
- Write the e-mail in your notebook.
- Prepare the next lesson :
 (Unit 4: My Neighborhood 
Lesson 1: Getting Started)
Experiments: 
Week: 9 
Period: 27
Date of planning: October 5th,2018
Date of teaching: October 11th, 2018
UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting Started – Lost in the old town!
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 neighborhood”.
	2. Structures: Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Write the Unit title on the board “Lost in the old town!”. Explain the meaning of “surprise”.
- Ask Ss to guess what the picture might show or what the conversation might be about.
- Ask Ss questions about the picture.
- T-Whole class
* Presentation:
Guess what the picture might show or what the conversation might be about.
Ex:
- Where are Nick, Khang and Phong?
- What might be happening to them? What are they doing?
- Play the recording (twice)
- Ask Ss to read the conversation and check their answers. Confirm the correct answers.
- Ask Ss to read and put the action in order.
- Tell Ss to refer back to the conversation to find the phrases. Practice saying them together.
- First, model the role-play with a more able St. Then ask pairs to role-play the short conversations before demonstrating for the class.
- Have Ss quickly match each place (in the picture) with its name. Then play it again , pausing after each item and asking them to repeat chorally and individually. Correct their pronunciation.
- First, model this activity with a more able St. Ask Ss to work in pairs . Call some pairs to practice in front of the class.
- Have Ss quickly match instruction with the diagram. Check their answers. If Ss do not understand the sentences, use the diagrams to work the meaning out from the context.
- Listen and read
- Individual work
- Pair-work
- Pair-work
- Pair-work
- Individual work
* Practice:
1. Listen and read
a. Read and put the action in order.
Key: 
 2 – 5 – 3 – 4 – 1 – 6 
b. Making suggestions.
Key: 
1. a. Where shall we go first?
 b. Let’s go to “Chua Cau”.
2. a. Shall we go there first?
 b. Ok, sure.
3. a. Shall we go by bicycle?
 b. No, let’s walk there.
2. Work in pairs. Role-play making suggestions. 
3. Match the places below with the pictures. Then listen, check and repeat the words.
Key:
 1. E 2. H 3. F 4. C 5. G 6. A 7. B 8. D
4. Think about where you live. Work in pairs. Ask and answer questions about it.
Example:
A: Is there a theatre in your neighborhood?
B: Yes, there is. / No, there isn’t.
5. Match the instructions in the box with the pictures.
Key:
Go straight on.
Turn left at the traffic lights.
Go past the bus stop.
Take the first turning on the left.
Go to the end of the road.
Go along the street.
Cross the street.
- Ask Ss to give their partner the directions to one of the places on the map, and they try to guess. Then swap.
- Pair-work 
* Production:
6. Game
Example:
A: Go straight. Take the second turning on the left. It’s on your right.
B: Is that the art gallery?
A: Yes, it is./ No, try again.
*Homework:
- Practice giving directions to your house.
- Prepare the next lesson 
 (A closer look 1)
Experiments: 
Week: 10 
Period: 28
Date of planning: October 5th, 2018
 Date of teaching: October 15th, 2018
UNIT 4: MY NEIGHTBOURHOOD
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /i:/ and /i/ in isolation and in context; use vocabulary related to the topic “My neighborhood”.
II. Language Focus:
	1. Vocabulary: 	the vocabulary related to the topic “My neighborhood”.
	2. Structures: 	Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flash cards.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
- Practice saying the adjectives with Ss. Use some examples to work the meaning out of the context. With difficult adjectives T may translate them or ask Ss to translate. Then ask Ss to write the correct adjectives in the blanks. Play the recording as many times as required to allow Ss to check their answers and support their pronunciation.
- T-whole class
* Presentation:
& Vocabulary
1. Fill in each blank with one word from the box. Listen, check and repeat the words.
Exciting cheap historic sleepy expensive convenient peaceful police noisy friendly
- Explain that some words go together, but some don’t.
- Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches. 
- Ask Ss to complete the word webs in their books.
- Play the recording.
- Ask Ss to listen and repeat the words.
- Have Ss practice reading the words first.
- Play the recording for Ss to listen and do the task.
- Ask Ss to listen while T play the recording.
- Ask Ss to chant along. Provide further practice by dividing the class into 2 groups. Have groups sing alternate lines.
- Stick some pictures of people from magazines on the board. Call out a description, and have Ss touch the appropriate picture while repeating the sentence. Next, point to pictures and form sentences. Point out that do or does is added to the start of questions and the end of answers.
- Ask Ss to do this exercise individually first then compare their answers with a partner. 
- Check Ss’ answers.
- Individual work 
- Listen and repeat.
- Pair-work
- T-Whole class
- Group-work 
- T whole class
- Individual work
* Practice:
2. Now match the adjective s from the box in 1 with their opposites below.
Key: 
- boring – exciting
- historic – modern
- noisy – quiet/ peaceful
- convenient – inconvenient
- fantastic – terrible
3. Work in pairs. Ask and answer questions about your neighborhood. Use the words in 1 and 2 to help you.
 Example:
A: Is our neighborhood polluted?
B: No, it isn’t.
A: Is it peaceful?
B: Yes, it is.
& Pronunciation /i:/ and /i/
4. Listen and repeat the words. Pay attention the sound /i:/ and /i/
Key:
/i:/
/i/
Cheap, sleep, peaceful, convenient, police.
Historic, exciting, expensive, noisy, friendly.
5. Listen to the sentences and circle the words you hear.
Key:
Living
Heat
Seats
Sheep
Tins
Mill
Teams
Chip 
- Ask Ss to listen while T plays the recording. Play the recording again and ask Ss to chant along. Provide further practice by dividing the class into two groups. Have groups sing alternate lines.
- Group-work 
* Production:
6. Listen and practice the chant. Notice the sounds /i:/ and /i/.
MY NEIGHBOURHOOD
(page 40)
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson 
 (A closer look 2)
Experiments: 
Week: 10 
Period: 29
Date of planning: October 5th, 2018
 Date of teaching: October 16th, 2018
UNIT 4: MY NEIGHBOURHOOD
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use adjectives to compare things.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My neighbourhood”.
	2. Structures: 	Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
- Choose 2 Ss of very different height and ask them to stand up. Ask the class a question.
- Focus Ss’ attention on comparative forms by giving examples.
- Explain that comparative adjectives are constructed in several different ways in English and that some of those ways are presented in the box. Explain the simplest ways to identify the number of syllables in an English word and give further example or practice if necessary. 
- T-whole class
* Presentation:
& Grammar
Comparative Adjectives
- Who is taller?
- Example:
This ruler/ desk is long. But that ruler/ desk is longer.
- Ask Ss to read the instructions. Tell Ss what they should do. 
- Have Ss compare their answers in pairs before checking with the whole class.
- Use Ss use the example to show what Ss should do. Ask them to pay attention to the syllables in each adjective and look back at the grammar box if necessary. 
- Ask Ss to read and complete the sentences individually. Remind them to pay attention to the number of the syllables in each adjectives.
- Elicit the co