Period 43:
UNIT 5 : AROUND TOWN LESSON 1 :GRAMMAR (page 39)
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 demonstratives to show which things we are talking about.
+ Structure : use demonstratives, object pronouns, the present simple tense, and conversation skills – “How much is/are this/those T-shirt(s)?” and “Do you have that/these shirt(s) in blue?”
talk about clothes at clothing stores or shops 2. Ability:
Students can use demonstratives, object pronounsin learning English as a foreign language
Students form and develop competencies: the ability to develop communicative and team-working skills through learning activities’
Illustrate problem-solving and critical-thinking skills through learning activities 3. Quality:
- Students have establish responsive and independent characteristics to be a long-life learner
- Students' qualities are helped to develop such as: establish good habits in making appropriate schedules
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: (6 minutes) a) Objective:
- Help students review using:Interviewing
+ help ss focus on the demonstratives, object pronouns of the lesson b) Content:
- use the (demonstratives(this), object pronouns(it)) words in the conversation
c) Products: Students know how to use demonstrativesandtalk about short sentences d) Organization of implementation:
Teacher's activities Students' activities Option 1. Song: If you’re happy
- Play the music, the whole class sing and dance together to power class before starting the lesson.
Option 2: Interviewing
- T gives instruction: Some pairs of students play role of a customer and a sale assistant make a dialogue (on page 39)
- Models:
S1:Sale assistant: Hi,Can I help you?
S2:Customer:Yes,Do you have this dress in blue?.
S1:Yes ,Here you are.
S2:How much is it?
S1:It’s 20 dollars
- T asks Ss to work in pairs to find these words in the conversation
- T may go around to help weaker Ss.
- Teacher follows checks and gives feedback.
T: underlinedemonstratives(this), object pronouns(it) and then introduce the lesson.
Sing a song Whole class Individual
S1:Sale assitstan S2:Customer
Ss look at the picture on page 39
- Ss answer . (by raising their hands)
-Work in pairs to practise in front of the class.
-individual
2. Activity 2:Presentation(10 minutes)
a) Objective: Help students understanding real things in class or a picture in the book to introduce demonstrative: this, that, these, those
b) Content: points at real things, students make sentences using demonstratives.
c) Products: Students know how to make sentences using demonstratives d) Organization of implementation:
Teacher’s activities Students’ activities
T gives the instruction :shows use real things in class or a picture in the book to introduce demonstrative: this, that, these, those.
- Teacher shows example sentences and elicits the way to use demonstrative.
- T Model:
- ?Do you have this dress in blue?
- Ask students to give examples to make sure they catch the point.
- T asks Ss to give the rule and use of demonstrative: this, that, these, those.
- T asks Ss to look at “demonstrative” in the textbook P. 39 then explain to them.
- T shows the grammar box then
explains how the “demonstrative”and”
object pronouns” are formed and used.
*Listen & repeat (a/p. 39)
T gives the instruction :Have students
give examples
give the rule and use of demonstrative:
this, that, these, those.
Object pronouns :it,them -copy
Formation Examples
this Singular nouns,
close to the speaker
that Singular noun,
further away from the speaker
these Plural nouns, close to the speaker
those Plural noun,
further away from the speaker
read the sentences with demonstratives.
T Model:Do you have this dress in blue?
T checks Ss’ understanding.
- The first three pairs show the answers on the board.
T corrects by listening the audio Tell Ss to look around the class. Ask what they see around them/ what they have.
- Let Ss to practice the words with demonstratives.
, and make up the sentences with the words if there is time.
T Model:This pen is red Let ss do the same.
- students work in pairs, - Play audio again.
- Have students listen and check.
- students to do the same (individually), then present in front of the class
3. Activity 3: Practice(10 minutes)
a) Objective: Help students : listen and understand the details of the dialogue then tick true or false.
b) Content: listen and understand between Cassie and her mom then tick true or false.
c) Products: Students know how to know the meaning of the dialogue between Cassie and her mom
d) Organization of implementation:
Teacher’s activities Students’ activities
*Read and circle (b/p. 39)
T gives the instruction :read the sentences and circle the correct answers.
- T models one : 1.Those
- T checks Ss’ understanding.
- T corrects ss' mistakes (if wrong )
*Complete the dialogue with this / those /
Teacher – whole class/ individual +Answer key:
1. this 2. it 3. those 4. them 5. them
Ss work independently then
it or them (c/p. 39)
- Teacher sets the scene of the dialogue.
- T: T gives the instruction : Complete the dialogue with this / those / it or them - T models one :
1.This
- T checks Ss’ understanding.
- Have students practice filling the dialogue (pairs)
- Students exchange the answers to cross check.
- The answers are shown through a game.
- T corrects ss' mistakes (if wrong )
compare with their partners
Ss from two groups come to the board and write the answers. One student can write one only
+Answer key:
1.this 2.it 3.those 4.them 5.them 4. Activity 4: Further Practice(16 minutes)
a) Objective:Help students use the meaning of the conversation and know how to use the conversation by creating short role-plays
b) Content: students play role of a sales assistant and a customer c) Products: Students know how to start a conversation to offer held d) Organization of implementation:
Teacher’s activities Students’ activities Practice reading the dialogue (d/p. 39)
- T gives the instruction practice reading the dialogue in pairs
- T models one :
S1:Sale assitstan :Hi ,Can I help you?
S2:Customer:Yes ,Do you have…..
- T checks Ss’ understanding.
substitution/ role playing
T gives the instructions: Immagine that your partner is a customer. Now use all the above questions to ask your friends
Ss work in pairs, ask and answer the questions.
- shows some picture of clothes, students substitute with ones in
then exchange.
- T goes around to see and helps Ss. the dialogue
Some pairs present in front of the class.
* Homework (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson.
- Students:Make a dialogue yourself, use conversation skill.
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Period 44 :
UNIT 5 : AROUND TOWN
LESSON 1 (3): PRONUNCIATION, PRACTICE, SPEAKING (Page 40) 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 how to pronunce the sound changes of “Do you have….?
+ Talk about clothes shopping in a clothing store.
2. Ability:
- Students can developpronouncing sounds, stress, intonation and rhythm in basic compound sentences; listening, speaking, reading skills in communicative situations.Speak simple conversation for use in everyday communication related to the topics. Then present briefly or participate in short, simple conversations on familiar topics.
- Student hear and recognize sounds, stress, intonation and rhythm in basic compound sentences; understand the main content, detailed content of listening. Focus on listening, speaking skills to talk about things in shopping in a clothing store.
-Students form and develop competencies: the ability to autonomy and self-study, the ability to communicate and cooperate, to solve problems and to create.
- Students have a general understanding of clothes shopping; has a positive attitude toward subject and learning English.
3. Quality:
- Students have serious learning attitude; love learning English, energetically and actively participate in learning activities.
- Students have a general understand of clothes shopping; has a positive attitude toward subject and learning English.
- Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect yourself, have a sense of self-training, take responsibility for themselves, their family and the country associated with the content of the lesson.
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: (6 minutes) a) Objective:
- Help students review :
+ Vocabularies about clothes that students have learned to identify, understand the situation of the new lesson.
b) Content:- Review and use language materials simply.
- Students work in individuals, in pairs or in groups to listen, answer and do as the teacher's requirements. Then, present in the class and join in the new lesson.
c) Products: Students review vocabularies to prepare in the new lesson.
d) Organization of implementation:
Teacher's activities Students' activities Let students play a game
“Brainingstorm”
- T draws the net on the board.
- T gives the instructions: Now you work with your partners in your table think and write all questions that you can ask when you first meet a new friend.
- T models the first one.
“Brainingstorm” shirt
- T checks ss' understanding.
- T divides the class into 2 groups.
T gives the name -> checks
- T corrects then praises the winner.
- Ss prepare in about 1minutes.
- One by one student from each group comes to the board and writes one answer.
Kinds of clothes
+ Possible answers :
- Jeans, sweater, T-shirt, …..
T leads to the new lesson.
2. Activity 2: Pronunciation(10 minutes)
a) Objective: Help students noticehow the sound changes of “Do you have….?”and pronounce them correctly.
b) Content: the sound changes of “ Do you have?”often sounds like /dʒə hӕv/.
c) Products: Students know how to read the sound changes of “Do you have….?”
Then listen and recognize the differences of them.
d) Organization of implementation:
Teacher’s activities Students’ activities a. Sound changes:
- Gives a sentence “ Do you have this dress in medium?”
- Have ss read the sentence loudly.
- Texplains the pronunciation feature:
“Do you have …?” often sounds like /dʒə hӕv/
b. Listen. Notice the sound changes of the underlined words
- Play the recording (CD1, track 40)
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.
Do you have these paints in blue?
Do you have this jacket in green?
- Monitors, helps and praises them.
c. Listen and cross out the one with the wrong sound changes,
- Explains how to do: cross out the one with the wrong sound changes.
- Plays the recording.
- Has Ss listen and cross out the option that doesn’t use the correct pronunciation feature.
- Collects Ss’ doing.
- Gives the key.
Key:
Do you have this shirt in pink ?–> wrong.
- Look ad listen to the T.
- Copy down.
- Pay attention to the underlined words.
- Listen to the recording.
- Listen again and repeat.
- Listen to the T.
- Listen to the recording and cross out.
- Compare and read out.
- Correct.
- Ss read again with the correct sound changes.
- Checks the answers and corrects.
d, Read the sentences with the correct sound changes to a partner.
- Has Ss practice saying the examples with a partner, using the pronunciation feature (with the correct sound changes).
- Call some Ss to read their sentences in front of the class.
-Check and correct Ss’ pronunciation 3. Activity 3: Practice(12 minutes)
a) Objective: Help students use the knowledge they have learned to practice conversation in the situation of the lesson.
b) Content: Read and apply knowledge to role play the conversation in the situations. work in pair, experience in the situations.
c) Products: Students know how to use the knowledge they have learned to play role in a clothing store.
d) Organization of implementation:
Teacher’s activities Students’ activities a. Practice the conversation. Swap the
roles and repeat.
- Demonstrate the activity by practicing role-play with a student
- Emphasize the structures used when giving something to someone:
Here you are
Phrasal verb: try on (to put on (clothes etc) to see if they fit)
- Have pairs practice the conversation - Call some pairs to read in front of the class
- Have pairs swap roles and repeat-using the information on the right.
- Have some pairs demonstrate the activity in front of the class
- Check Ss’ pronunciation
- Asks Ss to swap roles and repeat using the ideas given.
This shirt /these jeans - blue / black
- Act model with T.
- Practice in pairs.
- Swap roles and repeat.
It in a medium size / in extra large size – them/ it
Is it – are they
It is – they are
- Has some pairs present in front of the class.
- Monitors and helps.
- Praises them.
b. Practice with your own ideas.
- Asks Ss to work in pairs and practice the conversation with theirideas, then swap the roles.
- Allows time for Ss to do the task.
- Monitors the activity around the class.
- Has some pairs demonstrate the activity in front ofthe class.
- Gives feedback and correct if necessary.
- Praises them.
- 2 pairs present in front of the class.
- Make own conversations in pairs.
- Then practice and swap the roles.
- 2 pairs present in front of the class.
4. Activity 4: Speaking(14minutes)
a) Objective:Help students use the knowledge they have learned to practice with the requirements of the lesson or the teacher's requirements.
b) Content: Read, role play, apply knowledge to new dialogues as the requirements of the lesson or the teacher's requirements. Guide and ask students to ask and answer in pairs. experience in the situations then present in the class.
c) Products: Students know how to use the knowledge they have learned to ask and answer about the size and the color as the modals.
d) Organization of implementation:
Teacher’s activities Students’ activities a. You’re shopping for clothes. Work in
pairs. Student B goes to page 121, file 4.
Student A is a customer. Choose 3 items below and note the size and color you want.
Ask sales assistant.
- Set the scence:
- T lets Ss choose 3 of the items below to buy and write the size and color they want on the lines in 1’
- Divides the class into pairs.
- Have student A stay on the current page and
- Listen and remember.
- Choose the clothes.
student B turn to page 121, file 4
- Remind Ss to use the sound changes in their conversation
- T models the activity first by practicing with a student.
A: Hi, Can I help you?
B: Yes, Do you have this dress in yellow?
A:, Yes, here you are
B: Do you have it in a large size?
A: Yes, here you are B: Can I try it on.
A: Sure, the changing room is over there.
B: How much is this?
A: It’s 45 dollars.
- Have Ss ask and answer
- Have some Ss demonstrate the role-play in front of the class
- Give feedback and evaluation
b. Swap the roles and repeat. You’re a sales assistant at a store. You have the clothes below.
- Have Ss swap the roles and repeat
- Have some Ss demonstrate the role-play in front of the class
- Give feedback and evaluation
c. In groups, discuss the items you bought and how much you spent
- Have Ss work in groups
- Have SS discuss the items they bought and how much they spent
- Have some Ss share their findings with the class
- Give feedback and evaluation
- Model with T.
- Choose and practice in pairs - 2 pairs present in front of the class.
- Join another pairs.
- Compare.
- Share their ideas to the class.
- Work in groups of 4 Ss
* Homework (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. Write a conversation in which include two items that you want to buy
- Students:learn the lesson, do exercises in workbook and prepare Unit 5: Lesson 2:
New words and reading.
Period 45 :
UNIT 5 : AROUND TOWN
LESSON 2 (1): NEW WORDS, READING (Page 41) 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
+ Talk about food & drinks and how to order them in a restaurant.
+ Read a dialogue about ordering food and drinks in a restaurant for specific information;
2. Ability:
- Students can practice listening, speaking, reading and writing skills in
communicative situations to talk about food & drink and how to order them in a restaurant
- Students form and develop competencies: the ability to autonomy and self-study, the ability to communicate and cooperate, to solve problems and to create.
- Students have a general understanding of how to order food and drink in a restaurant; has a positive attitude toward subject and learning English.
3. Quality:
- Students have serious learning attitude; love learning English, energetically and actively participate in learning activities.
- Students have a general understanding of how to order food and drink in a restaurant; has a positive attitude toward subject and learning English.
- Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect yourself, have a sense of self-training, take responsibility for themselves, their family and the country associated with the content of the lesson.
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: (6 minutes) a) Objective:
- Help students review :
+ Some kinds of food and drink to identify, understand the situation of the new lesson.
b) Content: - Review and use language materials simply.
- Students work in individuals, in pairs or in groups to listen, answer and do as the teacher's requirements. Then, present in the class and join in the new lesson.
c) Products: Students review some kinds of food and drink to prepare in the new lesson.
d) Organization of implementation:
Teacher's activities Students' activities
* Song: Eat & Drink all day (https://youtu.be/
cCbKQrpWfe0)
- Teacher shows the clips to brainstorm the theme of the lesson.
- Teacher and students sing along and greet together.
- Ask students some questions about the clip.
* What is the song about?
– about food & drinks
* What food and drinks do you see?
– bread, butter, ice cream, milkshake, cake, burger, ………
* What food or drink do you like?
– I like ……….
- Teacher shows some kinds of food and drink, then leads to new lesson.
Ss Teacher – whole class Students in groups
Whole class
2. Activity 2: New words (10 minutes)
a) Objective: Help students know some vocabularies about kinds of food and drinks and know how to ask and answer about them as model.
b) Content: Learn, listen and write the new words and use language materials simply. Work in in dividuals and work in groups.
c) Products: Students know how to use vocabulary and the knowledge they have learned. Students are able to complete their learning tasks and present the results of their tasks.
d) Organization of implementation:
Teacher’s activities Students’ activities - Use real things and pictures to introduce the
new words:
New words: - Look and listen
1. `Menu (n) : thực đơn 2. `Order (v): gọi món 3. `Pasta (n): mì ống
4. De`ssert (n): món tráng miệng 5. Check (n): hóa đơn
6. Change (n): tiền thừa 7. Tip (n) : tiền boa
- Have students listen and repeat each new word. (chorally – individually)
- Call each students to read the new words -T will pronounce the first syllable and have students read the word containing that syllable For example
T: I say “p” you say “pasta, tip”
- Correct student’s pronunciation if necessary.
(*Check new words)
a. Match the words with the pictures. Listen and repeat
- Have students look pictures ( P. 41) and match the words with the pictures in 1’
- Teacher gets the answers from students, checks and gives feedback.
*Answer keys
1C 2D 3F 4B 5E 6A
- T opens th CD lets Ss listen and repeat each word.
- T write the words on the board.
- T asks Ss to read all the words again.
b,Ask & answer:
- Teacher asks a student as modeling.
- Ask students to practice in pairs, A&A using the two questions in b/p. 41.
- Some pairs present in front of the class.
- Get the new words - Copy to the notebook
- Work in groups
*Answer keys
1C 2D 3F 4B 5E 6A
- have students listen and read loudly
- work in pair
3. Activity 3: Reading(14 minutes)
a) Objective: Help students read anddo the tasks to unnderstand the conversation in the situation of the lesson.
b) Content: Teacher transfers the learning tasks to students. Students read the conservationto answer the question and tick the things they ordered on the menu.
c) Products: Students can use vocabulary, structure and the important knowledge of the lesson. Students are able to complete their learning tasks; present the results of their tasks and experience in the situations.
d) Organization of implementation:
Teacher’s activities Students’ activities 1, Pre- Reading
- T sets the scene the situation, introduces Ben and Jane, ask students some questions about it. (exercise a/p. 41)
- T asks students to guess if they enjoy the meal (Yes / No).
? Do they enjoy their meal? Yes/ No 2, While – Reading
* Check their prediction - Teacher shows the dialogue,
- Have students practice in pairs, read then answer the questions (how do you know?) - Call some students to give answer
- Check and give feedback Answer: - Yes
* Reading and tick the things they ordered.
- Teacher explains how to do the task.
- Have students practice in pairs, do as directed.
- T models – check- correct Answer:
- Chicken pasta - Hamburger.
- Orange juice - Cola
- Ice cream - Cupcake
- Teacher – whole class
- Answer questions and guess if they enjoy the meal (Yes / No).
- Read and correct answer.
- Do you enjoy their meal?
- Yes
- Listen and tick the things they ordered.
- Work in pair Answer:
- Chicken pasta - Hamburger.
- Orange juice - Cola
- Ice cream - Cupcake 4. Activity 4: Post – reading(12minutes)
a) Objective: Help students use the knowledge they have learned to practice ask and answer about ordering food and drinks
b) Content: Students apply knowledge to ask and answer the ordering food and drinks in small groups; then present in the class.
c) Products: Students know how to use the knowledge they have learned to ask and answer about ordering food and drinks .
d) Organization of implementation:
Teacher’s activities Students’ activities
* Interview
- Teacher elicits the ways to use would like.
- Have students ask and answer in group of 4 Ss, each student ask three clasmmates using this structure.
- T models:
Lan …. …..
Chicken pasta Coke
- Example:
- What would you like to eat?
I’d like some ……….
- Would you like coke?
No, I don’t. I’d like to drink fruit juice.
- T asks ss to present about their results:
Example: Lan would like to eat……
- Teacher – whole class/
individuals
- Work in groups, then present
* Homework (3')
- Teacher guides and asks students how to learn the vocabulary at home, do exercises and get ready for the next lesson.Write about the food and drink you would like to eat or drink.
- Students:learn the vocabulary, do exercises in workbook and prepare Unit 5:
Lesson 2: Grammar.
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