Date of preparing: 03/11/2021 Period 30
UNIT 3
:FRIENDS
Lesson 3: Reading, Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- read an article about 2 sisters from a Vietnamese folklore.
- describe personal characters.
2. Ability
- improve the reading, speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love reading books (Vietnamese and foreign 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 : 01/11/2021 Absent students: ...
6B 01 /11/2021 ...
B. Warm up: (5’)
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 followed.
b) Content: Introducing the film / the book “Harry Porter” or introducing the story “T m Cám”ấ
c) Product: Ss can be provided with general idea about the story/characters mentioned in the lesson.
d) Competence: Collaboration, guessing.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
- Give greetings - Check attendance Matching
- Show pictures of some Vietnamese folklores and their names on the screen (or give
handouts)
- Have Ss close books and do the matching - Have Ss give answers
- Introduce “Tam Cam” – the story that is mentioned in this lesson
Lead to the new lesson
- Greet T - Listen
- Look and match - Give answers
Answer keys
C. New lesson (35’)
Activities 1: Reading (18’)
a) Objective: Ss improve their reading skill (scanning, skimming) b) Content:
- Reading the article and circle the best headline.
- Reading and finding detailed information.
c) Products: Ss can practice skimming and scanning in reading comprehension.
d) Competence: Collaboration, analytical and synthesizing skills, communication.
e) Organization of the activity:
Teacher’s Activities Students’ Activities A-Reading. (15’)
Activity 1: Teaching new words.
- Teacher shows pictures, gives
information and teaches new words.
- Teacher gets the answers, then teaches some new words.
I.New words:
clean( v) lau try (n) c g ngố ắ chore (n) vi c v tệ ặ
hard (adj) chăm ch , v t vỉ ấ ả
- Have students listen and repeat.
(chorally – individually)
- Teacher checks and corrects the pronunciation if necessary.
Checking new words:
- Teacher shows pictures and words, students have to match the pictures with suitable words.
Activity 2: Reading:
a. Read the article and circle the best headline
- Have Ss read the article individually - Have some Ss read the article aloud - Have Ss circle the best headline - Check answers as a whole class.
b. Read and find things that show T m ấ and Cám’s personalities. Write an example next to each adjective
Option 1:
- Have Ss read the article again
- Have Ss work in pairs to write an example next to each adjective
- Call Ss to give answers
- Check answers as a whole class.
Answer key
1. Good sister, Bad sister
-
Work individually - Read
- Work in pairs
- Give answers, explain Answer keys T mấ
1. helpful: helping to cook and clean the house
2. kind: thinks about other people Cám
Matching (for class with low-level students)
- Have Ss read the article again and work in pairs to match
- Have Ss underline the phrases that show Tam and Cam’s personalities in the article
- Call Ss to give answers,
- Check answers as a whole class.
- Have Ss write an example next to each adjective
3. lazy: never does any chores 4. selfish: doesn’t share anything
- Read, work in pairs to match - Underline
- Give answers -Write
Activity 2: Speaking: Describing characters (17’) a) Objective: Ss can describe characters.
b) Content: Talking about the characters in the Harry Porter book.
c) Products: Ss can apply what they have learnt in communication.
d) Competence: Collaboration, communication, creativity, public speaking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities 1. Speaking
You’re in a book club meeting. Work in pairs. Take turns talking about the characters from the Harry Porter books.
- Demonstrate the activity by practicing the role play with a student
- Have Ss practice the conversation in pairs
- Have Ss take turns talking about the characters from the Harry Porter books, remind Ss to use the structures to ask about personal appearance and
- Observe and listen - Work in pairs - Work in pairs
- Present
personalities
- Have some pairs act out the conversation in front of the class.
- Give feedback and evaluation
Futher practice
- Have Ss talk about the characters in the
“T m Cám” tale, using the information ấ from the “Reading” task
- Call some pairs to demonstrate the activity in front of the class.
- Give feedback and evaluation
- Work in pairs - Present
Suggested conversation A: I like T m.ấ
B: What’s she like?
A: She’s very kind and helpful.
B: What does she look like?
A: She’s tall and pretty.
B: What does she do?
A: She thinks about other people and tries to help her family.
D. Consolidation (3’)
* Asking about personal appearance: What does he / she look like?
* Asking about personal character: How is he / she like?
* E Homework (2’)
- Read more books for children.
- Do exercises in Workbook: Reading and Writing (page 19).
- Prepare: Unit 3 Lesson 3 - Writing
Date of preparing: 03/11/2021 Period 31
UNIT 3
:FRIENDS
Lesson 3: Writing
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
write an email about their best friend 2. Ability
- improve the writitng skill.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love reading books (Vietnamese and foreign 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 : /11/2021 Absent students: ...
6B /11/2021 ...
B. Warm up: (5’)
Game: Who’s who?
- T puts Ss into groups.
- In groups, choose a person and describe their appearance and personality.
Let your friends guess.
- T demonstrates the activity with the class.
- Example:
- A: He’s tall. He has glasses. He’s funny.
- He’s creative too. He isn’t lazy.
- B: Is it Minh?
- A: Yes./ No, try again.
I. New lesson (35’)
Activity 1: Writing
a) Objective: Ss can write an email about their best friend.
b) Content: writing an email about their best friend, 40 to 50 words
c) Products: Ss can use what they have learnt in producing an informal email writing.
d) Competence: Collaboration, communication, critical thinking and creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities I.Pre wriiting
1. Parts of an email
Have Ss look at this e-mail and identify the parts in the e-mail.
Teacher ask Ss some questions:
+ How many parts are there in an e-mail to your friend? 5parts
+ What are they? Subject, greeting, introduction, body, conclusion + What should you remember when writing each part?
Part 1.Subject: helps you know What the mail is about
Don’t write the subject in a full sentence
Eg: Halong vacation
Invitation to my birthday part Part 2. Greeting
- Look and read
Because this email to your friend, you just need to say something like “ hello” ,
“ Hi” before your friend’s name Hi Jack, Hello Emma,
Part 3. Introduction
This part is written in one paragraph In introduction, you can
+ ask about your friend’s life recently How are you doing?
Do you have any plan for the vacation?
+ thank him/ her for the previous e- mail you receive
Thank for your email
+ talk about the reason for writing Part 4. Body
Tell your friend what you want to say in this part
Part 5. Conclusion
This is the last paragraph In the conclusion, you can:
+ send your friend good wishes
I hope that you’ll have a great holiday + ask your friend to write back
Write soon and tell me about your dream city
+ tell your friend you hope to see him.
Her soon
I can’t waitto see y at the summer camp next month
2.Write an email about your best friend.
- Focus on the Writing Tip box, remind Ss to follow the outline:
- Have Ss write an email about their best friend
- Listen
- Work individually - Write
Suggested writing Dear Peter,
Thanks for your email. Your best friend seems really nice.
Let me tell you about my best friend.
My best friend is Lan. She’s 12 years old.
She’s a student. She’s my classmate at school. She’s very friendly ad funny. She likes making new friends and telling jokes. She’s tall and thin. She has brown eyes and short hair.
Write back soon, Britney
Answer:
Dear Peter,
Thanks for your email. Your best friend seems really nice.
Let me tell you about my best friend.
My best friend is Quynh. She's 12 years
II. While writing
- T asks Ss to work in groups to do this activity.
- T gives each group a large-sized piece of paper to write their e- mail.
III.Post writing
- T asks two or three groups to stick their finished e-mail on the board.
Other Ss and T give comments
old. She's a student. She's my classmate at school. She's friendly and funny.
She likes making new friends and telling jokes. She's tall and thin. She has brown eyes and short hair.
Write back soon,
Mary
D. Consolidation (3’)
* Writing an email about your best friend: Name, age, characteristics, appearance and activities of your best friend
E. Homework (2’) - Finish the writing part.
- Do exercises in Workbook: Reading and Writing (page 19).
- Prepare: Unit 3 - Review (page 90 – SB).
Date of preparing: 03/11/2021 Period 32
UNIT 3: FRIENDS
Review Vocabulary and Grammar I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- review people’s appearance and character.
- activities friends do together.
- review the use of English: The Present and Present Continuous.
2. Ability
- improve the listening, reading, speaking and writing skills 3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- review the old lesson and have good preparation for any assessment.
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 : 14/11/2021 Absent students: ...
6B 14/11/2021 B. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to review the target 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.
c) Product: Ss can be ready for the lesson.
d) Competence: Collaboration, critical thinking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
Option 1: Vocabulary (page 91)
- Greet T
- Use the vocabulary part (page 91) and pictures for the warm-up activities - Have Ss close all books.
- Have Ss read the sentences (and the pictures), guess and give answers
Lead to the new lesson.
- Look and give answers
Answer keys 2. mall
3. party 4. badminton 5. blond 6. lazy 7. glasses
B. New lesson (36’)
Activities 1: Listening (10’)
a) Objective: Ss improve their listening skill b) Content:
- Listening and choosing the correct answer
c) Products: Ss listen for details and get familiar with the listening test format.
d) Competence: Collaboration, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities You will hear Jenny and Tom talking
about their brothers and sisters (twice).
Answer each question by choosing the correct answer (A, B or C)
- Have Ss read the questions, guess answers
- Demonstrate the activity by using the example
- Play the audio (CD 2 – Track 65)
- Have Ss check answers with pairs and then give answers
- Check answers as a whole class
- Read in silence
- Listen and then give answers - Check and correct mistakes
Answer keys
1.B 2.C 3.B 4.C 5.A
Activity 2: Reading (7’)
a) Objective: Ss can improve reading skill.
b) Content: Reading a text and choose the correct answer.
c) Products: Ss read for comprehension and get familiar with the reading test format.
d) Competence: Collaboration, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Read the text. Choose the best word (A,
B or C) for each space
- Demonstrate the activity by using the example
- Have Ss read the text and choose the correct answer
- Call Ss to give answers, explain - Give feedback and evaluation
- Observe and listen - Work individually - Give answers
Answer keys
1.A 2.C 3.A 4.C 5.B
Activity 3: Vocabulary (9’)
Notes: no need to carry out this activity if teacher has picked the “Vocabulary”
part for the warm-up activity.
a) Objective: Ss can review vocabulary about appearance, characteristics and activities b) Content: Writing the correct words from the unit on the lines.
c) Products: they can use these vocabularies correctly, confidently in communication.
d) Competence: Collaboration, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Fill in the blanks with the words from
the box
- Have Ss read the sentences - Ask Ss to work in pairs to write - Have Ss give answers,
- Check answers as a whole class
- Look
- Work in pairs - Give answers
- Listen, correct mistakes Answer keys 1. kind
2. mall 3. party
4. badminton 5. blond 6. lazy
7. glasses
Activity 4: Grammar (5’)
a) Objective: Ss can review the use of English: The Present and Present Continuous.
b) Content: Circling the correct words.
c) Products: Ss can review the target language learnt and use it correctly, confidently in communication.
d) Competence: Collaboration, communication, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Circle the correct words
- Ask Ss to work individually to circle the correct answer
- Have Ss work in pairs to check each other’s work
- Call Ss to give answers, explain for their choice
- Check answers as a whole class
- Work individually - Work in pairs - Give answers
- Listen, correct mistakes Answer keys 1. is
2. doing 3. like
4. is 5. not 6. does
7. having
Activity 5: Pronunciation (5’)
a) Objective: Ss can review the word stress, vowels and consonants
b) Content: Circling the word that has the underlined part pronounces differently from the others and circling the word that has different stress from the rest.
c) Products: Ss know how to pronounce these words correctly in communication.
d) Competence: analytical and synthesizing skills, communication, collaboration.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Circle the word that has the underlined
part pronounced differently from the
others.
- Have Ss distinguish the sound /i/ and / ai/
- Have Ss review the sound /bl/
- Ask Ss to work individually
- Have Ss work in pairs to check each other’s work
- Call Ss to give answers, pronounce the words again
- Give feedback, correct Ss’ pronunciation if necessary
Circle the word that differs from the other three in the position of primary stress in each of the following
questions.
- Remind Ss some basic rules of putting stress on words with 2 or 3 syllables.
- Ask Ss to work individually
- Have Ss work in pairs to check each other’s work
- Call Ss to give answers, pronounce the words again
- Give feedback, correct Ss’ pronunciation if necessary
- Listen
- Work individually - Work in pairs - Give answers
- Listen, correct mistakes Answer keys 1. B 2. C 3. D
- Listen
- Work individually - Work in pairs - Give answers
- Listen, correct mistakes Answer keys 4. A 5. B 6. C
C. Consolidation (3’)
* Grammar of Unit 3: The Present and Present Continuous
* Vocabulary of Unit 3: Vocabulary about people’s appearance and character, activities friends do together
D. Homework (2’)
- Review vocabulary, grammar of unit 3.
- Do exercises in Workbook: Review of Unit 3 (page 64).
- Prepare: Unit 4 – Vocabulary and Listening (page 30 – SB).
Duyệt, ngày 08/11/2021 Tổ trưởng
Nguyễn Thị Mùi
