Date of preparing: 29/9/2021 Period 15
UNIT 2
:SCHOOL
Lesson 2: Grammar
I.Objectives:
By the end of the lesson, Ss will be able to…
1. Knowledge
- use “like + V-ing” to talk about hobbies and interests.
- write V-ing with correct spelling.
- ask and answer about the school activities they like or don’t like.
2. Ability
- improve speaking skill, listening skill.
- improve the use of English.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “School”
conducted by the teacher.
- love their school, have their favorite school activities to join in.
II. Teaching- aids:
Computer, Projector, TV, CD player, Lesson plan, PPT slides, student’s book, workbook, notebook, handouts…
III. PROCEDURES
A. Oraganization: ( 1' )
Class: 6A Date of teaching : 05/10/2021 Absent students: ...
6B 05 /10/2021 ...
B. Warm up: (5’
a) Objective: to introduce the new lesson and set the scene for Ss to acquire new language; to 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 of “like + V-ing”
c) Product: Ss get to have general ideas about like +gerund
d) Competence: Collaboration, communication, responding, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance CHATTING
- Ask Ss: - Do you like reading books?
- Do you like playing soccer?
- Do you like listening to music?
- Do you like watching TV?
Lead to the new lesson: “like + V-ing”
- Greet T
- Listen
- Answer
C. New lesson (35’)
Activities 1: Grammar: Like + V-ing (17’)
a) Objective: Ss know how to use “like + V-ing” to talk about hobbies and interests and they can use the correct spelling of the V-ing form in
writing.
b) Content:
- Listening and repeating.
- Writing the verbs with -ing form.
c) Products: Ss can use “like + V-ing” in everyday communication.
d) Competence: Communication, collaboration, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. Listen and repeat
- Have Ss look at the picture
- Play the audio (CD1 – Track 23), ask Ss to listen and read the speech bubbles
- Play the audio and have Ss listen and repeat
*Grammar box:
- Ask Ss to make comments on the verb form after “like” in the recording
- Lead to the grammar table and explain the usage of “like + V-ing”
- Ask Ss to pay attention to different forms of the -ing form spelling
- Look
- Listen and read - Listen and repeat - Comment
- Listen and take notes
- Look, read
-
Have Ss give more examples of:
-ing after consonant + e
-ng after consonant +vowel + consonant
b. Rewrite the verbs, using -ing - Use the example to demonstrate this activity
- Have Ss add -ing to the verbs to make the -ing form (individually)
- 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
c. Fill in the blanks
- Let Ss work individually to fill in the blanks
- Have Ss work in pairs to check each other’s answers
- Have Ss give answers
- Give examples
Suggested answers
-ing after consonant + e: taketaking;
givegiving; comecoming
-ng after consonant +vowel + consonant:
putputting, sitsitting; beginbeginning
- Look, listen - Work individually - Work in pairs - Write on the board
Answer keys 1. singing 2. drawing 3. cutting 4. reading 5. dancing
6. getting 7. acting
- Work individually - Work in pairs
- Give answers (read, then write on notebooks) Answer keys
2. doing outdoor activity 3. playing tennis 4. swimming
Activity 2: Practice (18’)
a) Objective: Ss can make questions or answer the questions to develop a conversation.
b) Content: practicing the conservation in the textbook, then making up a similar dialogue.
c) Products: Ss can apply the use of “like + V-ing” to daily communication.
d) Competence: Collaboration, creativity, communication, presentation e) Organization of the activity:
Teacher’s Activities Students’ Activities d. Practice the conversation with your
partner
- Let Ss work in pairs to practice the conversation with a partner
- Remind Ss to use correct response to each of the question:
Like: Yes, I do / Yes, I like it
Don’t like: No, I don’t / I don’t like it / No, not really
- Call some pairs to demonstrate the activity in front of the class
*Extra speaking activity
- Deliver handouts, have Ss use the phrases and pictures in the handout to make a complete conversation, then practice reading it in pairs
- Go round and give help if necessary - Have some pairs present in front of the class
- Give feedback and evaluation
- Practice in pairs - Listen
- Act out the dialogue
- Practice in pairs - Listen
- Act out the dialogue
Suggested conversation
A: There’s a music club. Do you like playing musical instruments?
B: No, I don’t
A: Do you like doing outdoor activities?
B: Yes, I do. I like doing sports.
A: Do you like playing soccer?
B: No, not really.
A: Do you like playing badminton?
B: Yes, I like it very much.
A: OK. So, we can sign up for the badminton club.
Expected answers
D. Consolidation (3’)
* “Like + V-ing”: talk about things we like to do often
* V-ing spelling:
After consonant + e remove “e” and replace with “ing”
After consonant + vowel +consonant (for 1 syllable verb)double the final consanant and add “ing”
Words ending with w, x, y do NOT double the final consonant E. Homework (2’)
- Make 2 sentences, using “like + V-ing”
- Practice asking and answering about hobbies and interests, using “like + V-ing”
- Do exercises in WB: Lesson 2 - Grammar (page 11)
- Prepare: Lesson 2 – Pronunciation and Speaking (page 19 – SB)
Date of preparing: 10/10/2021 Period 16
UNIT 2
:SCHOOL
Lesson 2: Pronunciation, Practice, Speaking I.Objectives:
By the end of the lesson, Ss will be able to…
1. Knowledge
- use intonation for positive and negative answers.
- ask and answer about school clubs.
2. Ability
- improve speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “School”
conducted by the teacher.
- love their school and take part in school activities.
II. Teaching- aids:
Computer, Projector, TV, CD player, Lesson plan, PPT slides, student’s book, workbook, notebook, handouts…
III. PROCEDURES
A. Oraganization: ( 1' )
Class: 6A Date of teaching : .../10/2021 Absent students: ...
6B ... /10/2021 ...
B. Warm up: (5’)
a) Objective: to introduce the new lesson and set the scene for Ss to acquire new language; to 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 of school clubs
c) Product: Ss know more school clubs and think about which is (are) suitable for them to sign up.
d) Competence: Collaboration, observation, critical thinking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
Option 1: School clubs - Have Ss close all books
- Show pictures and ask Ss to look at the pictures (symbols) to guess the names of the clubs
- Have Ss give answers, call other Ss to give other answers if the first one is incorrect
- Greet T
- Close books
- Look, give names of clubs
Answers keys
- Ask Ss to list more school clubs they know
Lead to the new lesson
- Share more school clubs with the class
B. New lesson (35’)
Activities 1: Pronunciation (10’)
a) Objective: Ss know how to use intonation for positive and negative answers.
b) Content:
- Introduction of intonation for positive and negative answers
- Listening and focusing the intonation, finding and correcting mistakes - Practicing intonation
c) Products: Ss can use right intonation to improve their speaking skill.
d) Competence: Communication, collaboration, presentation e) Organization of the activity:
Teacher’s Activities Students’ Activities a + b. Listen to the sentences and focus
on how the intonation goes up or down - Play the recording (CD1, track 24)
- Ask Ss to listen and pay attention to the intonation
- Call Ss to make their comments on the intonation of the positive and negative answers they’ve just listened to
- Give feedback, explain the pronunciation feature: intonation for positive answers goes up, for negative answers goes down
- Play the recording again, have Ss listen and repeat with a focus on the
pronunciation feature
c + d. Listen and cross out the one with the wrong intonation, then read the sentences with the correct intonation to a partner
- Play the recording, have Ss listen and cross out the option that doesn’t use the
- Listen - Comment - Listen
- Listen again and repeat
- Listen and cross out
- Give answers
- Listen again and check - Work in pairs
- Present
correct intonation
- Call Ss to give answers
- Play the recording again and check answers as a whole class
- Then have Ss practice saying the sentences with a partner, using the correct intonation, then encourage Ss to use their own
sentences
- Call some pairs to read in front of the class
Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions about the school clubs they like or don’t like to sign up for.
b) Content: asking and answering about book club, IT club and other clubs.
c) Products: Ss can practice the target language learnt in communication.
d) Competence: Collaboration, communication, creativity, public speaking
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. Practice the conversation. Swap the
roles and repeat. (controlling practice)
Option 1 :
- Demonstrate the activity by practicing role-play with a student
- Have pairs practice the conversation
- Call some pairs to read in front of the class - Have pairs swap roles and repeat-using the ideas on the right
- Have some pairs demonstrate the activity in front of the class
Option 2 : (for class with better students)
- Follow the same steps as option 1
- Then give Ss an extra activity: Practice the conversation in the textbook; however, they try to remember the conversation content - Have some pairs demonstrate the activity in front of the class, not looking at the textbook; encourage Ss to present as
- Listen - Work in pairs
- Act out the conversation
- Listen to the instruction and work in pairs
- Act out the conversation - Listen
- Work in pairs
- Present
naturally as possible
- Give feedback and evaluation
b. Practice with your own ideas. (Free practice)
- Have pairs practice the conversation with their own ideas, then swap roles
- Go round, observe Ss’ work and give help if necessary
- Call some pairs to demonstrate the activity in front of the class
- Give feedback and evaluation
Activity 3: Speaking (15’)
a) Objective: Ss can discuss and decide on a club to join
b) Content: asking and answering questions about activities in school clubs
c) Products: Ss can use the target language learnt in communication.
d) Competence: Collaboration, communication, creativity, persuasion e) Organization of the activity:
Teacher’s Activities Students’ Activities a. You want to sign up for some clubs for
next year. Find out what activities your partner likes doing and then decide on one club to join together
Option 1 :
- Demonstrate the activity by practicing role-play with a student
- Remind Ss to use the structure: Like + V- ing and some structures of making
suggestions
- Have Ss work in pairs, take turns
suggesting two activities for their friends to join next year, let Ss try to be creative - Have Ss decide on a club they can join together
- Have some pairs demonstrate their role- play in front of the class
- 1 S practices role-play with the teacher - Work in pairs
- Decide
- Act out the role-play
Suggested conversation T: Which club do you want to sing up for next year?
S: I don’t know.
T: Let’s join a cooking club? Do you like preparing food?
S: Hmm. It’s ok. But I want to try another club.
T: There’re also many other clubs in our school such as book club, arts and craft club, science club and even dancing club. Which one do you like?
S: Oh, I like making things by hand.
T: Oh, me too. Why don’t we sign up for an arts and crafts club?
S: Yes, good idea.
Option 2 : (for class with many low- level students)
- Follow the same steps as option 1.
However, before Ss work in pairs, T gives them some suggested activities in some school clubs
Suggested activities
- T go round and give help if necessary b. Join another pair. Which club do most people want to join?
- Have Ss join another pair and discuss which club most people want to join - Ask Ss to share their findings with the class
- Give feedback and evaluation
- Work in another pair - Present
C. Consolidation (3’)
* Intonation: Intonation for positive answers goes up, for negative answers goes down.
* Asking and answering about school clubs you like to sign up for:
Which club do you want to sign up for?
* Giving suggestions
How about / What about + V-ing / noun Why don’t we + V bare infinitive
Let’s + V bare infinitive
D. Homework (2’)
- Practice using intonation for positive and negative answers - Review school names and their activities.
- Make 2 sentences for each structure of giving suggestions - Prepare: Lesson 3 – New Words and Listening (page 20 – SB)
Date of preparing: 10/10/2021 Period 17
UNIT 2
:SCHOOL
Lesson 3: Newwords, Listening I.Objectives:
By the end of the lesson, Ss will be able to…
1. Knowledge
- know more vocabularies used in book reviews.
- talk about different kinds of books.
- use some useful languages to talk about their favorite book.
2. Ability
- improve the use of English, speaking and listening skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love their school, love reading books, love English and literature.
II. Teaching- aids:
Computer, Projector, TV, CD player, Lesson plan, PPT slides, student’s book, workbook, notebook, handouts…
III. PROCEDURES
A. Oraganization: ( 1' )
Class: 6A Date of teaching : .../10/2021 Absent students: ...
6B ... /10/2021 ...
B. Warm up: (5’
a) Objective:
a) Objective: to introduce the new lesson and set the scene for Ss to acquire new language; to 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 followed.
b) Content: Introduction of 3 books: Peter Pan, The Secret of the Old Clock and My Side of the Mountain
c) Product: Ss have general ideas about the books they are going to talk about in the lesson.
d) Competence: Collaboration, critical thinking e) Organization of the activity:
Teacher’s Activities Students’
Activities - Give greetings
- Check attendance
Option 1:
- Show a trailer of one of the three films: Peter Pan, The Secret of the Old Clock or My Side of the Mountain. These films were made from the famous books with the same name
- Link:
Peter Pan: https://www.youtube.com/watch?
v=SyYESEvDNIg
The Secret of the Old Clock:
https://www.youtube.com/watch?
v=uR57KXwedhg
My Side of the Mountain:
https://www.youtube.com/watch?
v=I7xFu0xU5Rc
Lead to the new lesson
- Greet T
- Watch and guess what they are going to study in this lesson
C. New lesson (35’)
Activities 1: Vocabulary (15’)
a) Objective: Ss know more vocabularies used in book reviews and they can use new vocabularies to talk about the story they like to read.
b) Content:
- reading and matching bold words with definition - talking about the story they like to read
c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Competence: Communication, collaboration, presentation, listening, creativity
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. Read the text and match the
underlined words with the definition.
Listen and repeat
Option 1:
- Demonstrate the activity, using the example in the book
- Have Ss read the text and match the underlined words with the definitions - Ask Ss to work in pairs to check their answers with their partners
- Check answers as a whole class
- Explain more about the meaning of the new words if necessary
- Play the audio (CD1 – Track 26) for Ss to listen and repeat
- Call some Ss to read the words / phrases again, correct their pronunciation and stress
Option 2 : (for class with low-level students)
- Demonstrate the activity, using the example in the book
- Have Ss read 5 sentences first, help them with difficult and strange words
- Then have Ss read the text and match the underlined words with the definitions.
Guide Ss to find key words to help them find answers quickly and correctly - Call Ss to give answers, check
- Play the audio (CD1 – Track 26) for Ss to listen and repeat
- Call some Ss to read the words / phrases again, correct their pronunciation and stress
b. Talk to your partner: Which story would you like to read?
- Have Ss work in pairs
- Look and listen - Read and match - Work in pairs - Listen and check
- Listen and repeat - Read
Answer keys 2. adventure 3. novel 4. author 5. mystery
- Read
- Read and match - Underline key words - Give answers - Listen - Read
Answer keys
2. adventure (key words: new place, away from New York to live in a mountain)
3. novel (key words: people, events)
4. author (key words: the name: J.M. Barrie) 5. mystery (key words: secret)
- Work in pairs - Give answers
Expected answers - Which story would you like to read?
- I’d like to read The Secret of the Old Clock. I like mystery story. / I’d like to read My Side of the Mountain.
I like adventure story.
- Have Ss share their ideas with the class
Activity 2: Listening (10’)
a) Objective: Ss can develop their listening comprehension skills.
b) Content: listening to some students talking about books.
c) Products: Ss can listen main ideas and specific information about books.
d) Competence: Collaboration, communication, listening, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Listen to some students talking about books. Circle their favorite kind of book
- Have Ss look at the request of the task - Play audio (CD1 – Track 27)
- Have Ss listen and circle the speaker’s favorite kind of book- Call Ss to give answers
- Check answers as a whole class
b. Listen and fill in the blanks - Have Ss read the sentences in the task
- Have guess the possible words to be filled in – paying attention to the part of speech of the words in blanks (noun or adjective)
- Play audio (CD1 – Track 27) - Have Ss listen and fill in the blanks - Call Ss to write answers on the board - Check answers as a whole class
- Read
- Listen and circle - Give answers
Answer keys 1. mystery
2. adventure - Read
- Listen and fill in the blanks - Write answers
Answer keys 1. author
2. interesting 3. exciting 4. author
Activity 3: Grammar – Useful language (10’)
a) Objective: Ss can use some useful languages in their speaking.
b) Content: Structures to ask and answer about favorite books.
c) Products: Ss produce the new language successfully.
d) Competence: Collaboration, communication, public speaking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
Listen then practice
Option 1:
- Have Ss look at the Useful Language box - Play audio (CD1 – Track 28)
- Have Ss practice the useful language
- Call Ss to demonstrate the dialogue in front of the class - Have Ss practice the conversation, using other vocabularies from “New words”, and their own ideas
- Call some pairs to present, give feedback and evaluation
Option 2: (for class with low-level students) - Play audio (CD1 – Track 28)
- Have Ss practice the useful language in pairs, then use their own ideas about books to make a conversation
- Give Ss some cues about books for their free practice
- Call some pairs to present, give feedback and evaluation
- Look
- Practice in pairs
- Act out the dialogue
- Work in pairs
- Listen - Practice - Write answers
D. Consolidation (3’)
* Vocabulary about books: novel, adventure, author, mystery, fantasy
* Some useful languages:
What’s your favorite book? – I like … What kind of book is it? – It’s …
Who’s the author? – It’s by …
Why do you like it? – I think it’s very … E. Homework (2’)
- Learn by heart the new vocabularies - Ask and answer about your favorite book.
- Do exercises in Workbook: Lesson 3 - New words – Listening (page 12) - Prepare: Lesson 3 – Reading, Speaking (page 21 – SB)
Date of preparing: 10/10/2021 Period 18
UNIT 2
:SCHOOL
Lesson 3: Reading, Speaking I.Objectives:
By the end of the lesson, Ss will be able to…
1. Knowledge
- read a book review about a Vietnamese book.
- talk about favorite book.
2. Ability
- improve the reading, speaking and writing skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love reading books.
II. Teaching- aids:
Computer, Projector, TV, CD player, Lesson plan, PPT slides, student’s book, workbook, notebook, handouts…
III. PROCEDURES
A. Oraganization: ( 1' )
Class: 6A Date of teaching : .../10/2021 Absent students: ...
6B ... /10/2021 ...
B. Warm up: (5’
a) Objective:
. Warm up: (5’)
a) Objective: to introduce the new lesson and set the scene for Ss to learn the new language; to 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 of the film / the book “Yellow Flowers on the Green Grass”
c) Product: Ss have a general idea about the book they are going to read review in the lesson
d) Competence: Collaboration, synthesizing skill.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
- Greet T
Option 1:
- Show the trailer of the film “Yellow Flowers on the Green Grass”, then introduce
something about the film. (It was produced basing on the novel “Yellow Flowers on the Green Grass” by Nguyen Nhat Anh. The book is loved by many people, especially
teenagers) Link:
https://www.youtube.com/)watch?
v=wmjiCP6R-7I
Lead to the new lesson.
- Watch
- Listen
C.. New lesson (35’)
Activities 1: Reading (18’)
a) Objective: Ss read and understand what a book review is.
b) Content:
- reading the book review “Yellow Flowers on the Green Grass” and circle True or False.
c) Products: Ss can recognize the correct and incorrect information in reading comprehension as well as some general ideas about a Vietnamese famous literature work.
d) Competence: Collaboration, communication, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Read the book review “and circle “True”
or “False”
Option 1:
- Have Ss read the text individually - Have some Ss read the text aloud
- Read in silence
- Read in front of the class - Do the task
- Check and correct mistake
- Demonstrate the activity by using the example
- Have Ss read the sentences and circle
“True” or “False”
- Check answers as a whole class
Option 2:
- Have Ss read the sentences first, find and underline key words (important words that help Ss find answers quicky and correctly)
- Have Ss work in pairs to read and do the task
- Call Ss to give answers, show key words or explain how they can find the answers - Have Ss correct the false one(s)
- Check answers as a whole class - Give feedback
Answer keys 2.F 3.F 4.F 5.T 6.T - Work individually
- Work in pairs
- Give answers, explain
Answer keys
2. F (The writer thinks the book is interesting.) 3. F (The story is about the boys as they grow up) 4. F (In the story, Tường lives in a village.
5. T 6. T
Activity 2: Speaking: Book Lover (17’) a) Objective: Ss can talk about their favorite book.
b) Content: role- playing a conversation about favorite book(s).
c) Products: Ss produce the language successfully, and they can talk about the book they like using the language learnt in the unit.
d) Competence: Collaboration, communication, creativity, public speaking e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Role play the conversation in the box, then swap roles and do the same with the other books
Option 1:
- Demonstrate the activity by practicing the role play with a student
- Have Ss practice the conversation in pairs
- Have Ss swap the roles and continue with the other books - Have some pairs act out the conversation in front of the class
- Give feedback and evaluation
Option 2:
- Follow the same steps as option 1
- Observe and listen - Work in pairs - Work in pairs - Present
- Give Ss more structures used in their conversation, show on the screen or use handouts
A: What’s your favorite book? / Which book do you like best?
B: I like … / I love … / My favorite book is … A: What kind / type / sort of book is it?
B: It’s …
A: Who’s the author? / Who writes that book?
B: It’s by …
A: Why do you like it?
B: I think it’s … / Because it’s …
- Give Ss more adjectives to express why they like the book:
interesting, funny, fantastic, adventurous, fascinating, thrilling, moving
b. Now try with books that you know
- Have Ss practice the role-play with other books they know - Have some Ss share their ideas with the class
- Give feedback and evaluation
- Read
- Work in pairs
- Listen, write in notebooks
- Work in pairs - Present
D. Consolidation (3’)
* Talk / write about a book review:
Name of the book Type of the book Author
Reasons for choosing the book Recommendation
E. Homework (2’) - Finish the writing part
- Read more books for children
- Do exercises in Workbook: Lesson 2 – Reading and Writing (page 13) - Prepare: Unit 2 - Write (page 88 – SB)
Duyệt ngày 11/10/2021 Tổ trưởng
Nguyễn Thị Mùi
