Period 4th
UNIT 1 : HOME
LESSON 2 (1) : NEW WORDS, READING (PAGE 9) Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
1. Knowledge.
By the end of the lesson, students will be able to:
- know more phrases about doing housework.
- talk about family members and housework.
- use the Present Simple with Wh – questions.
Vocabulary: :(do the) laundry, clean the kitchen, make dinner, make the bed, do the shopping, do the dishes
Grammar: Simple present (+)
Students will be able to name housework and say which housework they do at home.
2. Ability:
- improve the use of English and Reading skills.
- Developing communication skills and creativity - Demonstrating teamwork skills
- Having responsibility for doing housework - Developing the love for family
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love family members and help family with housework.
- Students' qualities are helped to develop such as: building their love for family, homes and community.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools, … ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: Collocation (6 minutes) a) Objective:
- Help students :
+ To create a friendly and atmosphere in the class before the lesson;
+ To lead into the unit.
b) Content: - T introduces some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class…
c) Products: Students know the topic of the lesson d) Organization of implementation:
Teacher's activities Students' activities - Give greetings
- Check attendance
Collocation with “House” and “Home”
- Explain collocation
- Give suggestions and have Ss find collocations with “House” and “Home” (in groups)
- The group that can give all correct answers in the shortest time will be the winner
- Give feedback
- Lead to the new lesson: Housework
-Greet T
- Work in groups and make right collocations
- Give answers - Listen
Answer keys House: housewife, housework, housekeeper Home: homemade, homework, hometown, homeland
2. Activity 2: New words (15 minutes)
a) Objective: Ss know more vocabularies about home b) Content: - Filling in the blanks, then listen and repeat.
- Saying what housework you do at home.
c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Organization of implementation:
Teacher’s activities Students’ activities
*Pre-teaching:
- T. uses some pictures or real examples to elicit and teach new words (step by step):
- Use real things and pictures to introduce the new words:
*New words:
1. Do the laundry 2. Do the shopping
3. Do the dishes 4. Clean the kitchen
5. Make breakfast / lunch / dinner 6. Make the bed
- Have students listen and repeat each new word. (chorally – individually)
- Correct student’s pronunciation if necessary.
a. Fill in the blanks. Listen and repeat/ page 9
- Demonstrate the activity, using the example in the book
- Have Ss look, read and fill in the blanks – using the words in the box
- Ask Ss to work in pairs to check their answers with their partners
- Check answers as a whole class
- Play the audio (CD1 – Track 08) for Ss to listen and repeat
- Call some Ss to read the phrases again, correct their pronunciation and stress
b: Say what housework you do at home.
- Follow same steps as option 1 - Give Ss an extra activity:
Ex: I clean the kitchen everyday - Have Ss close all books
- Use other pictures (different pictures from those in the book) to help Ss remember the new words they have learnt
- Have Ss look at the sentences and pictures, then give names of the household chores - Remind Ss to use the right form of verbs - Ask Ss to give answers
- Check answers as a whole class
* Further practice :
- Have Ss work with a partner to say what housework they do at home
- Look and listen - Work in pairs - Listen and check - Listen and repeat
- Close books
- Look and give answers
- Give answers (Say or write on the board)
Answer keys
On the weekends, my sister makes the bedand does the shoppingin the market near our house. My mom does the laundry. I often help mom make dinner. After meal, my dad often cleans the kitchenand I do the dishes.
- Encourage Ss to use more household chores (besides those in the textbook)
- Have some Ss share their ideas with the class - Give feedback and evaluation
( T helps Ss to make the task easier by providing more phrases about doing housework)
- Work in pairs - Give answers - List
Suggested answers Household chores: take out the garbage, sweep the floor, iron clothes, clean the window, vacuum clean, …
3.Activity 3 : Reading/p9: (21 minutes)
a) Objective: Ss can develop their reading comprehension skills, practice scanning skill.
b) Content: Reading a school newsletter and answering the questions that follow.
c) Products: Ss improve their reading skills and read for specific
information ,understand the content of the text and can give out the answers for the questions given.
d) Organization of implementation:
Teacher’s activities Students’ activities
*Pre-reading : - Who is this ? - Is this a letter?
- What is this ?
- What is this blog post about ?
=> Today we are going to read a text about Ken’s blog about his family .
T asks Ss to guess what the topic is about
*While-reading:
- T asks Ss to open the book/p9, look at a Ken’s blog post, T introduces briefly about this blog.
- T asks Ss to open their books, read the text to understand the blog post.
- T asks Ss to check Ss’ guessing->The blog is about housework in Ken’s family
* Read Ken’s blog about his family and circle the correct answers
- Help Ss have general ideas about Wh-
- He is Ken
- No
- It is a blog post
- Ss guess
- Open the book, listen to the teacher
Ss answer: The blog is about housework in Ken’s family -
questions by explain “Who”, “What”
- Have Ss explore all the pictures and the heading
- Have Ss look at the questions and underline the key words in the questions
- Have Ss check the key words with the class - Have Ss read the blog individually
- Have Ss work in pairs to read the blog again - Have Ss circle the correct answers
- Remind Ss to use the Present Tense
- Have some Ss share their answers with the class (read), explain for their answers
- Give feedback
- Give feedback and correct Ss’ answers if necessary
*Post-reading
- T asks students to build a blog about their housework in Ss’ family.
- T corrects and gives comment
- Read the text silently to understand the blog
- Listen to the teacher
- Listen
- Look at the pictures, head…
- Read the questions and underline the key words
- Check key words - Read
- Circle the correct answers - Read answers, explain - Check answers
Answer keys
- Listen - Write invidually
Homework (3’)
- Learn by heart the new words.
- Do exercises in Workbook: Lesson 2 - New words – Part a, b (page 4) and Listening (page 5).
- Prepare: Lesson 2 – Grammar (page 10 – SB).
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Period 5th
UNIT 1 : HOME
LESSON 2 (2) : GRAMMAR (PAGE 10) Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
1. Knowledge.
- By the end of the lesson, students will be able to:
+ Use the present simple and Wh-question to ask about things that are facts.
+ Add ’s on to a noun or proper noun to show possession.
Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do the shopping, do the dishes)
Grammar: Simple present and possessive 2. Ability:
- improve speaking skill, writing skill.
- improve the use of English.
- Students practice present simple and possessive, ask some question “ What house work do you do ?
- Developing communication skills and creativity - Demonstrating teamwork skills
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- share household chores with family members.
- having a good behavior toward the family.
- having responsibility for doing housework - developing the love for family
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools, … ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: Do or make (5 minutes) a) Objective:
- Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow.
b) Content:
- Revision of vocabulary about housework.
c) Products: Ss review vocabulary and ready for the new lesson.
d) Organization of implementation:
Teacher's activities Students' activities - Give greetings
- Check attendance Do or Make
- Show on the screen or give handouts - Have Ss review old vocabularies about housework by adding “do” or “make”
- Have Ss give answers
- Check answers as a whole class - Lead to the new lesson
=>Lead to the new lesson: “Present simple and WH-questions + Possessive”
-Greet T
- Work in pairs and give the answers
Answer keys
2. Activity 2: Presentation(12 minutes)
a) Objective: Ss know how to use the Present Simple with Wh-questions.
b) Content:
- Listening and repeating.
- Grammar explanation
c) Products: Ss can use the Present Simple and Wh-questions to ask about things that are facts.
d) Organization of implementation:
Teacher’s activities Students’ activities Presentation dialogue:
a. Listen and repeat
* Set the scence:
- Asks Ss to look at the picture at page 18 and asnwer these questions:
+ How many people are there?
+ Who are they?
- Have Ss look at the picture
- Play the audio (CD1 – Track 09), ask Ss to listen and read the speech bubbles
- Look and answer:
+ There are two
+ They are a girl and a boy
- Play the audio again and have Ss listen and repeat
*Grammar explanation
- Have Ss read the Grammar box : Ex: What housework do you do?
I make breakfast.
- Ask Ss to make comments on the black bold verb form in the examples
- Have Ss give the form and usage of the Present Simple tense.
- Lead to the grammar table and explain the Present Simple and Wh-questions to ask about things that are facts
- Ask Ss to pay attention to way to show possession
- Have some Ss read the sentences aloud
* Concept check:
Form :
Use : the Present Simple and Wh-questions to ask about things that are facts
Meaning:
Intonation: Wh- questions ( go down at the end of the sentences )
- Look
- Listen and read
- Give answers
Expected answers The Preset Simple tense Be: S + am / is / are (not) … (?) Am / Is / Are + S … Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V.
bare infinitive
(?) Do / Does + S + V. bare infinitive
- Listen and take notes.
- Read 3. Activity 3: : Practice (12 minutes)
a) Objective: Ss can get used to using the Present Simple and Wh-questions.
b) Content:
- Filling in the blanks, using the Present Simple of the verbs in the box.
- Using the prompts to write sentences.
c) Products: Ss produce the new language successfully, and they can apply the use of the Present Simple and Wh-questions in speaking and writing.
d) Organization of implementation:
Teacher’s activities Students’ activities
b. Fill in the blanks, using the Present Simple of the verbs in the box
- Use the example to demonstrate this activity - Have Ss use the Present Simple to fill in the blanks, draw attention to the singular and plural form
- Have pairs check each other’s work
- Have Ss share their answers with the class by writing down on the board
- Check Ss’ answers, correct if necessary - Call Ss to give answers by answering multiple choice questions (format: game
“Lucky Number?”)
- Check Ss’ answers, correct if necessary
c. Write sentences, using the prompts - Demonstrate the activity, using the example - Have Ss work in groups of 3-4 to write sentences, using the prompts
- Go round and give help if necessary - Call Ss to write answers on the board - Check and correct Ss’ answers
- Look and listen - Work in pairs
- Write answers
Answer keys
2. do 3. cleans 4. make 5. does 6. makes
- Play game
- Look and listen - Do the task in groups
Answer keys
4. Activity 4 : Production: (10 minutes)
a) Objective:Ss can make questions or answer the questions to develop a conversation.
b) Content: making up a similar dialogue.
c) Products: Ss can apply the use of “What housework do you do ” to daily communication.
d) Organization of implementation:
Teacher’s Activities Students’ Activities
*Practice the conversation with your partner/p10 .
Write what housework you do on the line.
Ask your partner
- Have Ss write what housework they do on the line
- Have Ss practice the conversation in pairs - Give an extra activity: Have Ss use more questions to develop their conversation:
What housework does your mother do?
What housework does your father do?
What housework does your sister / brother do?
Or: Who does the laundry?
Who makes dinner?
Who prepares breakfast?
Who does the cooking?
- Remind Ss to use the right form of do or make they have studied in the Warm up activity
- Have some Ss demonstrate the activity in front of the class
- Give feedback and evaluation
- Work individually - Work in pairs - Present
- Write answers
- Work in pairs
- Listen and take notes
- Ask and answer
* Homework (3 minutes)
- Practice asking and answering about housework, using the Present Simple and Wh-questions.
- Do exercises in WB: Lesson 2 - Writing (page 5).
- Prepare: Lesson 2 – Pronunciation and Speaking (page 11 – SB).
- Make your own blog; write about the housework your family members and you do at home
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Period 6th
UNIT 1: HOME
LESSON 2(3): PRONUNCIATION, PRACTICE, SPEAKING (PAGE 11) Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
1. Knowledge:
- By the end of the lesson, students will be able to pronounce the sound /ɪ/
correctly and talk about housework their family members do.
Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do the shopping, do the dishes)
Grammar: Present simple – Wh- questions Pronunciation: /ɪ / sound
2. Ability:
- Students practice listening, and speaking for general and specific information about family members and housework.
- Students practice speaking skills in terms of picture description.
- Students form and develop competencies: the ability to autonomy and self study, the ability to communicate and cooperate, to solve problems and to create, the ability to develop communication skills and creativity, demonstrate teamwork skills
3. Quality:
- Developing communication skills and creativity - Demonstrating teamwork skills
- Having responsibility for doing housework - Developing the love for family
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher’s preparation: Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
- Students’ preparation: Student’s book, notebook, workbook, school things...
III. TEACHING PROCESS.
1. Activity 1: Warm up (6 minutes)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction the sound /ɪ/.
c) Product: Ss have general ideas about the sound they are going to study in the new lesson.
d) Organization of implementation:
Teacher’s Activities Students’ Activities - Have Ss close all books
- Show 6 pictures and have Ss give name of the pictures
- Check answers as a whole class
- Have Ss make comments on the 6 words under the pictures (Suggestion: What is the similarity of these 6 words)
- Call Ss to give answers
- Give feedback, introduce the sound /ɪ/
Lead to the new lesson
- Close books
- Look and give answers Answers keys
- Listen - Read
- Find words with the sound /ɪ/ Suggested answers: All 6 words contain the sound /ɪ/
2. Activity 2: Pronunciation (10 minutes)
a) Objective: Ss know how to pronounce the sound /ɪ/.
b) Content:
- Recognizing the sound /ɪ/.
- Listening and focusing pronunciation feature, finding and correcting mistakes.
- Practicing the sound.
c) Products: Ss can pronounce the sound /ɪ/ correctly in their speaking.
d) Organization of implementation:
Teacher’s Activities Students’
Activities
a. Focus on the /ɪ/ sound - Give Ss a sentence:
My sister, Lily, is cooking dinner in the kitchen - Have Ss read the sentence as fluently as possible
- Ask Ss to find out words containing the sound /ɪ/ in the sentence
- Give feedback, correct Ss’ answers if necessary - Introduce the sound of the pronunciation part: /ɪ/
- Briefly explain how to pronounce the sound /ɪ/
Phát âm nguyên âm ngắn /ɪ/
- Lưỡi đưa hướng lên trên và ra phía trước - Khoảng cách môi trên và dưới hẹp
- Miệng mở rộng sang 2 bên
- Phát âm âm /ɪ/ như âm i trong tiếng Việt nhưng âm ngắn và dứt khoát hơn.
b. Listen and focus
- Play the recording (CD1, track 10)
- Ask Ss to listen and pay attention to the sound /ɪ/
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature
c. Listen and cross out
- Play the recording, have Ss listen and cross out the option that uses different sound
- Call Ss to give answers
- Play the recording again and check answers as a whole
Answer keys My sister, Lily, is cooking dinner in the kitchen.
- Listen
Suggested answers:the /ɪ/ sound often happens with words containing letters i or y (balcony, village, …) or sometimes letter e (emergency, event, …)
- Listen
- Listen again and repeat
class
d. Read the words with the correct sound to a partner - Have Ss practice saying the words with a partner, using the correct sound /ɪ/
- Have Ss find more words with the sound /ɪ/
- Call some Ss to read their words in front of the class -Check and correct Ss’ pronunciation
- Listen and cross out - Give answers
Answer key
- Listen again and check
- Work in pairs
- Read answers 3. Activity 3: Practice (10 minutes)
a) Objective: Ss can ask and answer questions about “Who does housework?”
b) Content: Pointing to the pictures, asking and answering.
c) Products: Ss practice and produce the target language presented fluently and confidently.
d) Organization of implementation:
Teacher’s Activities Students’ Activities a. Point, ask and answer
- Run through pictures, ask students read all the words under each picture.
- Demonstrate the activity by practicing role- play with a student
- Remind Ss to use the right collocation of
“make” or “do”
- T models with a student
Who makes breakfast?
- My mother (does)
- Have pairs point to the pictures, practice asking and answering about the family members and housework
- Call some pairs to read in front of the class
- Listen
- Work in pairs
Suggested answers 1. Who does the laundry?
- My mother (does)
2. Who vacuum – clean the living room?
- My sister (does)
3.Who cleans the kitchen?
- My mother (does)
4. Who washes the dishes?
- My father (does)
- Check Ss’ pronunciation b. Free practice
- Have Ss use their own ideas with other housework
- Have some pairs demonstrate the activity in front of the class, not looking at the textbook;
encourage Ss to present as naturally as possible
- Give feedback and evaluation
…
- Listen to the instruction and work in pairs. Practice the new
conversation with the information in the pictures or use their own ideas - Act out the conversation
4. Activity 4: Speaking (16 minutes)
a) Objective: Ss can discuss the roles of family members in sharing the housework.
b) Content: Asking and answering questions about activities.
c) Products: Ss can apply the target language to producing the language successfully.
d) Organization of implementation:
Teacher’s Activities Students’ Activities a. Survey
- Set the scence
- Demonstrate the activity by practicing role-play with a student
What housework does your family members do?
My mother...
- Have Ss work in groups of 4
- Have Ss complete the table with information about doing the housework in their family, ask 3 friends and complete the survey
- Go round and give help if necessary
- Have Ss share their findings with the class - Give feedback and evaluation
b. Discussion.
- Have Ss discuss who does the most housework in their families or their friends’.
- Have some Ss share their ideas with the
- 1 S practice role-play with the teacher
- Work in groups
- Present
class, follow the example:
- Give feedback and evaluation
- Discuss in groups / pairs - Present
* Homework (3 minutes)
Teacher: guides and asks students how to learn the lesson at home, do exercises (page 6 – workbook ) and get ready for the next lesson (page 12- student book ) Students:
- Review some words: (breakfast, lunch, dinner, laundry, dishes, shopping, living room, kitchen)
- Practice pronouncing words with the sound /ɪ/.
- Practice asking and answering about household chores.
- Prepare: Lesson 3: Geography – New Words and Listening (page 12 – SB).
- Do the exercises (page 6 in the workbook)
- Write about the housework you like doing best. Why?
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