Giáo án môn Tiếng Anh 6 - Võ Thị Ngọc Dung

INTRODUCTION
Part A: Everyday English
SAYING HELLO
OBJECTIVES:
After this lesson, students will be able to:
introduce themselves
LANGUAGE CONTENT:
Functional English: introduce yourself
Listening: short dialogues
Vocabulary: letters and numbers
Speaking: introduce yourself
Topic: people
TECHNIQUES:
Play role
TEACHING AIDS:
Textbooks, chalks, board
TIME: 90 minutes
PROCEDURES:
Steps
Teacher’s activities
Students’ activities
Lead-in
Ask ss to work in groups and write down as many English words as they can remember in one minute
Ask ss to read out a word from their list.
Work in groups and write down English words they know
Read out the word.
Exercise 1
Draw ss’ attention to the photo on page 4
Ask ss: “How old do you think the boy is? How old is the girl?”
Help ss with comprehension if necessary, by saying for example: How old is he / she? Fifteen, sixteen, seventeen or eighteen.
T could write the numbers on the board when speaking
Look at the pictures on page 4 and guess T’s questions
Answer the question
Exercise 2
Ask ss read and listen to the dialogue
Ask ss: “So, how old is Ben? How old is Francesca?”
Ask few ss: “How old are you?”
Read and listen to the dialogue
Answer T’s questions
Exercise 3
Play the alphabet for ss to listen to, then model it for them to repeat in group of 2 – 4 letters
Point out the easily confused G and J
Suggest some abbreviations which the ss may know and which may be used as mnemonics: for example DJ or GPS
Repeat chorally and individually
Exercise 4
Ask ss work in groups of 4
Play the tape twice, pause after each name
Play the tape as many times as ss need
Ask ss to show their worksheet on the board
Ask ss to say each letter aloud 
Transcript: Russell Crowe, Catherine Zeta Jones, Whitney Houston, Roger Federer
Work in groups
Listen to the tape and write the name of the famous people
Read aloud the letter
Exercise 5
Ask ss to work in groups
Ask ss to think the names of up to three famous people
Ask ss to read aloud the names
If the other group can guess this name, they will get one bonus.
Work in groups
Write about three famous names and spell out before the class
Exercise 6
Play the tape for ss to listen to
Model pronunciation for them to repeat in group of 3 – 4 
Transcript: 1 – 23, 30, 40, 50.
Listen to the number
Exercise 7
Ask some weaker ss to read aloud the numbers from 1 to 20 and say them in reverse
Ask anyone who makes a mistake has to pay a forfeit, for example, say the name of an English song, say the name of three countries where English is spoken
Say the numbers from 1 to 20
Exercise 8
Ask ss to work in groups
Play the tape twice
Pause after every name has been spelled 
Ask ss to show their answer
Key:
Name: Siobhan	Name: Dafydd
Age: 15	Age: 15
Name: Abdullah	Name: Katharine
Age: 17	Age: 16
Work in groups
Listen to short dialogues
Write the names and ages
Show their answer to the T
Exercise 9
Ask ss to work individually
Ask ss to compare their answers in pairs
Check the answers before class
Key: 1b, 2d, 3a, 4c
Work individually
Check answer with their friends
Exercise 10
Ask ss to work on the pronunciation of the questions
Play each one several times and ask ss to repeat and pay attention to the following features: Each question is one tone unit, which means it should be pronounced “like one word” without stopping.
In each question, there is a stressed word – the one that carries the key meaning: What’s your name? How old are you?
Ask ss to practice the question intonation
Practice speaking the questions
Repeat chorally and individually
Exercise 11
Ask ss to work in pairs and do the task 11 on page 4
Encourage ss to try without writing the dialogues out in full
Help ss practice the phrases, not insist if they find it hard to do everything orally
Work in pairs
Practice speaking as required
Exercise 12
Ask some pairs to act out the dialogue
Give feedback: praise good performance and correct a few mistakes (especially concerning pronunciation or the language from this lesson)
Some ss act out the dialogue in front of the class
The others watch their friends’ performance and give some comments.
Further practice
Ask ss to say the alphabet around the class backwards
Whoever makes a mistake (gives the wrong letter or pronounces it incorrectly) must pay a forfeit. Here are some ideas for what ss to do for forfeits:
Say three English names used by men / women
Say the name of a country in English
Say the names of two cities in Britain
Say two titles of songs in English
Say the title of a film in English
Do as T required
Consolidation
Ask ss: “What have we talked about today?
Elicit introductions of saying hello or saying how old you are.
Ask ss to repeat the alphabet and count from 1 to 20.
Draw ss’ attention to the lesson statement: “I can introduce myself.”
Answer T’s question
Say the questions and the answers
Repeat the alphabet and count from 1 to 20
Homework:
Learn by heart new words, numbers from 1 to 20
Study the structures.
Do workbook on page 4
INTRODUCTION
Part B: Grammar
BE, POSSESSIVES AND PRONOUNS
OBJECTIVES:
After this lesson, students will be able to:
say someone’s possessive
LANGUAGE CONTENT:
Grammar: be, possessives, pronouns
Reading: a short personal profile
Speaking: ask and answer about personal information
 TECHNIQUES:
Group works, pair work
TEACHING AIDS:
Textbooks, chalks, board
TIME: 90 minutes
PROCEDURES:
Steps
Teacher’s activities
Students’ activities
Lead – in
Ask a few ss the question: “How old are you?”
Introduce the lesson: the today’s lesson will be on the conjugation of the verb to be
Answer T’s question
Exercise 1
Draw ss’ attention to the photo. Say something like: “See – this is Ben from lesson A”
Ask ss to read the text and answer the questions
Check answers with the whole class
Key: 1. T, 2. F, 3. F
Look at the photo
Read the text and do exercise 1
Exercise 2
Remind ss that be is the infinitive
Ask them to so the tasks
When checking, ask for equivalents of the forms in the ss’ own language.
Point out the short answers and emphasize that they are used a lot.
Contractions (short forms) of the verb to be are presented here and used throughout the book. Point out to ss that contractions are almost always presented in fluent speech and informal writing and that the use of the full form sounds unnatural.
Do the task 2 individually
Check answers with their partners
Exercise 3
Ask ss to do the task individually
Ask them to complete the sentences so that they are true about them
Help with any languages that needs explaining
Go over answers with the whole class, where two different answers are possible
Key:
am / am not
are / aren’t
are
is / isn’t
aren’t
is / isn’t
am / am not
is / isn’t
Do task 3 individually
Complete the sentences
Encourage ss to ask T when they don’t understand the requirement
Exercise 4
Ask ss to look at how questions are formed
Ask ss to work in groups and do the task
Model the first question for class
Check answers with the whole class
Key:
Are you 15 years old?
Is Ronaldinho your favorite footballer?
Is our teacher in the classroom?
Are we from Hungary?
Is Julia Roberts your favorite actress?
Are you thirsty?
Are your friends at home?
Do task 4 in groups
Check answers
Exercise 5
Do the first two or three questions in open pairs (two ss ask and answer and the rest of the group listens)
Insist on answer in the form Yes, I am / No, I’m not + the correct information as opposed to just yes and no
Ask ss to do in pairs
Ask some ss circulate and monitor
Watch T do the model
Work in pairs and practice
Exercise 6
Explain what possessive adjectives are
Ask a few ss questions like, “Is this your pen? No, it isn’t. Oh, is it his?” with gestures to indicate your meaning
Work individually
Complete the table
Check answers with their partners
Exercise 7
Demonstrate the meaning of demonstrative pronouns using objects in the classroom, for example: This is my bad. These are chalks.
Check understanding by eliciting some examples from the class
Ask ss why they have used this, that, these, those 
Pronunciation /ᵭ/ can be produced by putting the tip of the tongue against or even between the teeth.
Key:
Are those your books?
Are these your trainers?
Is that your bike?
Is this your CD?
Are these your pencils?
Read the Learn this! Box
Look at the pictures and write questions
Check with the whole class
Practice the pronunciation of /ᵭ/ 
Consolidation
Ask ss: “What have we talked about today?”
Briefly revise the conjugation of to be
Draw ss’ attention to the lesson statement: “I can ask and answer questions.
Answer T’s question
Review the lesson
Homework: 
Learn new structures
Do workbook on page 5
INTRODUCTION
Part C: Grammar and Vocabulary
HAVE GOT
OBJECTIVES:
After this lesson, students will be able to:
talk about possession
describe people
write a short description
LANGUAGE CONTENT:
Grammar: have got
Vocabulary: personal appearance
Listening: short dialogue
Speaking: talk about what people have got and what people look like
Writing: a short description of a family member
Topic: people:
TECHNIQUES:
Play role
Question - answer
TEACHING AIDS:
Textbook, chalks, board, pictures
TIME: 90 minutes
PROCEDURES:
Steps
Teacher’s activities
Students’ activities
Lead – in
Show T’s own picture and say: “This is my sister.
Ask ss: “Have you got sisters or brothers?”
Write on the board have got and say this is the topic of the lesson
Answer T’s question: “Yes / No”
Exercise 1
Tell ss they are going to hear a conversation between Ben and Francesca
Focus ss’ attention on the picture and ask them to read the task
Play the recording once
Allow a moment for everyone to finish answering
Check answers with the whole class
Key: 1. hasn’t	2. has	3. haven’t
Listen to the recording a conversation between Ben and Francesca.
Read the task silently
Choose the correct answers of task 1
Exercise 2
Ask ss to complete task 2 individually
Ask ss write their answers on the board
Explain that ‘ve and ‘s are short forms of have and has
Point out that nearly all forms are the same, just one different. Which one? 
Key: 	1. has	2. have	3. Have
hasn’t	5. haven’t
Complete task 2
Write answers on the board
Answer (he / she / it has)
Exercise 3
Ask ss to read the example
Do the first two sentences with  ... ss: What did we talk about today?
Elicit: opinions, likes and dislikes or what we like and don’t like.
Ask: Can you remember some phrases which you can use to say you like someone/ something very much? That you don’t like something? That something is not bad? 
Elicit as many of the relevant phrases as T can; insist on correct intonation.
Draw ss’ attention to the lesson statement: I can express my likes and dislikes.
Answer T’ question
Say some phrases they learned in the lesson
Homework:
Do workbook on page 21
Learn new words.
UNIT 2: FREE TIME
Part G: Writing
AN ANNOUNCEMENT
OBJECTIVES:
After this lesson, students will be able to:
develop writing skill
write an announcement
LANGUAGE CONTENTS:
Writing: an announcement
Reading: announcements, read for specific information.
Grammar: imperative
Topic: people
TECHNIQUES:
Group work, pair work
Question - answer
TEACHING AIDS:
Textbook, chalks, board, pictures
TIME: 90 minutes
PROCEDURES:
Steps
Teacher’s activities
Students’ activities
Lead – in
Draw ss’ attention to the announcement on page 25.
Say: We’ve got two announcements here. What are they for? What are they telling you to do? 
Elicit: film club, chess club or come to film club, play chess
Briefly find out by a show of hands who refers chess, and who likes film?
Answer T’s questions
Exercise 1
Ask ss: Are there any clubs like this near your house? to find out whether any students go to clubs
Answer T’ question
Exercise 2
Ask ss to read and work out the answers individually.
Circulate and help.
After checking the answers with the whole class, ask: Which club would you prefer to go to?
With a stronger class, the discussion can go on: Why? What kinds of films do you like? Do you play chess well? Who do you play with?
Key: 	
film club
chess club
1. Thursday at fours o’clock
Tuesday at six o’clock
2. at Lauren’ house
in Gino’s Café
3. watch and talk about DVDs
play chess
4. meet to decide the next 4 films
have a competition
5. Lauren White
Lewis Connor
Read and do the task individually
Answer T’s questions
Exercise 3
Read the Learn this! box.
Make sure ss understand the meaning of imperative.
Explain in the ss’ own language.
Key:
Come (to film club)
Call Lauren White
Use (your head)
Play (chess)
Phone Lewis Connor today
Negative: Don’t wait
Do the task
Exercise 4
Ask ss to do the task individually or do it in pairs.
Ask ss to check with their partners.
Go over answers with the whole class.
Key:
1. Come 5. Learn
2. Play 6. Visit
3. Don’t stay 7. Don’t forget
4. Meet
Do the task individually or in pairs.
Check their answers
Further practice
Ask ss to go to Grammar Builder 2G: Student’s Book page 110.
Key:
1. f 4.c
2. e 5. b
3. d 6. a
De exercise on Grammar Builder 2G: Student’s Book page 110.
Exercise 5
Ask ss to do the task in pairs.
Allow ss to work with someone with shared interests.
Do the task
Exercise 6
Circulate and help with any special vocabulary.
Encourage fast finisher to invent more information than the chart require.
Key: Sample answers
Notes
name of club:
Chess club
when it meets:
Tuesday at 6 o’clock
where it meets:
Gino’s Café
what they do:
play chess, have a competition
who to phone:
Lewis Connor
phone number:
07710 767262
website:
www.chessatginos.com
Do the task
Exercise 7
If ss invents a club in pairs, the writing is better done in class.
Remind ss of the resources they’ve got: the two model announcements, and possibly vocabulary from the rest of unit 2 (free-time activities).
Encourage creative ss to produce attractive posters to put on the walls. 
Do the task
Consolidation
Ask ss: What have we talked about today?
Elicit: announcements or clubs; a few phrases that can be used in an announcement.
Draw ss’ attention to the lesson statement: I can write an announcement for a club.
Answer T’s questions
Homework:
Write an announcement at home (exercise 7 on page 25)
Do workbook on page 22
Study imperative.
LANGUAGE REVIEW 1-2
OBJECTIVES:
After this lesson, students will be able to:
review the vocabulary, the grammar and some structures in unit 1 and 2.
LANGUAGE CONTENT:
Vocabulary: words related to family relationships and free time.
Grammar: Present simple tense, adverbs of frequency.
TECHNIQUES:
Pair work
TEACHING AIDS:
Textbook, chalks, board
TIME: 90 minutes
PROCEDURES:
Steps
Teacher’s activities
Students’ activities
Lead – in
Explain to ss that these pages help them review vocabulary and grammar in unit 1 and 2.
Answer T’s question
Exercise 1
Read the exercise’s requirement aloud.
Ask ss to try to remember the family relationships in unit 1, then choose the correct answers.
Ask to do the task in pairs.
Key:
1. a 2. a 3. b 4. b 5. a
Do the task in pairs 
Exercise 2
Ask ss to review how to write the plural nouns.
Ask ss to work on the task individually and compare answers in pairs
Ask one or two ss to read these pairs of words aloud.
Key:	
1. wives 4. potatoes
2. husbands 5. buses
3. photos 6. families
Work individually
Check answers with partners
Read aloud words
Exercise 3
Ask ss to think of the sports and hobbies they have learned.
Ask ss to do the task individually and compare answers in pairs.
Ask one or two ss to read these words aloud.
Key: 
1. basketball 4. ice skating
2. computer games 5. photography
3. gymnastics 6. rollerblading
Work individually
Check answers with partners
Read aloud words
Exercise 4
Ask ss to review the present simple tense: affirmative.
Ask ss to do the task in pairs.
Call some ss to go to the board and write their answers one by one.
Correct ss’ answers.
Key:
1. studies 4. watches
2. play 5. live
3. goes 6. gets up
Do the task in pairs.
Exercise 5
 Ask ss to review the present simple tense: negative.
Model with the first sentences.
Ask ss to do the task individually and compare their answers in pairs.
Call some ss to write their answers on the board.
Correct ss’ answers
Key:
2. She doesn’t sit next to Pete. She sits next to Sue.
3. I play the piano. I don’t play the guitar.
4. He doesn’t go swimming. He goes cycling.
5. They come from France. They don’t come from Spain.
6. She teaches music. She doesn’t teach sport.
7. He doesn’t speak English. He speaks Italian.
Do the task individually.
Exercise 6
Ask ss to complete the questions in pairs.
Ask ss to match the questions with the answers in pairs.
Ask ss to practice ask- answer in pairs.
Calls some pairs to perform in front of the class. 
Key:
1. Where do you live? - f
2. Does he like sports? - c
3. What does she study? - a
4. How do you get to school? - d
5. Does she get up early? - b
6. Do you know Lucas? - e
Complete the questions individually.
Do the matching task in pairs.
Ask and answer in pairs.
Exercise 7
Ask ss to review the positions in a sentence of the adverbs of frequency.
Ask ss to do the task individually.
Call some ss write their answers on the board.
Correct ss’ answers.
Key:
2. She’s hardly ever late for school.
3. I often play computer games.
4. He never does his homework on the bus.
5. It’s usually cold in January.
6. School always finishes at quarter past four.
7. We sometimes have lunch at school.
Do the task individually.
Exercise 8
Ask ss to complete the questions for each answer individually.
Ask ss to ask and answer in pairs.
Correct ss’ mistakes and pronunciation.
Key:
1. How 3. Have you got
2. Where are 4. How old is
Do the task individually.
Practice in pairs.
Exercise 9
Ask ss to read the lines in this exercise as a class.
Ask ss to order them into the correct dialogue in pairs.
Call some pairs to perform their work in front of the class.
Correct ss’ mistakes and pronunciation.
Key:
1. c 2. a 3. e 4. b 5. d
Do the task in pairs.
Perform their task.
Consolidation
Ask ss: What did we review today?
Elicit: about vocabulary and grammar. 
Answer T’s questions
Homework:
Do workbook on page 23
GET READY FOR YOUR EXAM 2
OBJECTIVES:
After this lesson, students will be able to:
develop reading, listening, speaking and reading skill.
LANGUAGE CONTENTS:
1.Topic: people from abroad in the UK
TECHNIQUES:
Group work, pair work
TEACHING AIDS:
Textbook, chalks, board, pictures
TIME: 90 minutes
PROCEDURES:
Steps
Teacher’s activities
Students’ activities
Lead – in
Ask ss to look at the photo of Márton. 
Ask ss to guess where he is from.
Say: He’s from Hungary. But he doesn’t live in Hungary. He lives and works in the UK. Our topic today is about the life of people from abroad in the UK.
Answer T’s question
Exercise 1
Draw ss’ attention to the text
Ask them to read the task 
Point out that they only need to read the text quickly and not very carefully to do the task
Ask ss to do the task in groups
Check answers with the whole class
Key:
paragraph 1 - a 
paragraph 2 - b
paragraph 3 - b
Look at the text
Read the task
Do task 1
Check answers with the whole class
Exercise 2
Ask ss to read the text again.
Ask ss to choose the best answers in pairs.
Check their answers as a class.
Key: 	
1. c	2. c	3. b	4. b	5. b 6. c
Do the task in pairs. 
Exercise 3
Ask ss to read these options before listening.
Ask ss to listen and match the people with three of the descriptions below.
Play the recording twice.
At the third time, check ss’ answers.
Key: 
1. d 2. b 3. a
Read the options
Listen and do the task.
Exercise 4
Ask ss to read the questions as a class.
Ask ss to listen and write Márton’s answers.
Play the recording again twice.
Ask some ss to write their answers on the board.
Correct ss’ mistakes.
Key:
1. Miskolc 4. Yes, I do
2. Yes, two sister 5. U2 
3. 10 and 14
Read the questions
Do the task
Exercise 5
Ask ss to work in pairs.
Ask ss to ask their partner the questions in exercise 4.
Ask ss to take notes while their partners’ answering.
Call some pairs to perform.
Key: 
Open answers
Work in pairs.
Exercise 6
Ask ss to imagine they are their partners. write a short, informal letter to a new pen friend called Sam.
Ask ss to using their notes from exercise 5.
Explain that the letter begins with: 
 Dear Sam
Hi! I’m your new pen friend. My name’s . and I’m from .
Key:
Open answers
Do the task individually.
Consolidation
Say: Today we know about the life of people from abroad in the UK and review how to write an informal letter.
Pay attention.
Homework:
- Do workbook page 24.