Giáo án Tiếng Anh Lớp 6 (Thí điểm) - Tiết 1 đến 46 - Năm học 2015-2016

WEEK 1	Date of planning: 18/ 8/ 2015 
Date of teaching: 
Period 1:	INTRODUCE THE SUBJECT ENGLISH 6
 & THE WAY TO LEARN ENGLISH
I. Objectives: 
1. Knowledge: By the end of the lesson, students will be able to 
- Know the textbook (structures and topics). 
- How to learn English
2. Skill: Practice speaking, listening skill.
3. Attitude: Love English.
II. Preparation
 1. Teacher: Text book.
 2. Students: Text book, work book.
III. Procedure
1. Organization.
2. Check up. 
 Requirement: 
3. New lesson.
Teacher’s and students’ activities
Content
 Warm up
T: Ask ss some question:
- What’s your name?(name of student)
- How are you?( I’m fine, thanks/ I’m not fine, thank you)
- How old are you? (I’m ten)
Ss: answer the T’ questions.
Presentation
T: Introduces the English book 6’s structures and topics. 
Ss: Listen to T and take note.
Practice
T: Asks ss to open their book and introduces the skills in each part in one unit.
Ss: Listen to T and discuss in groups of six. 
- Open the book and take note.
T: Introduce some conversational languages which are often used.
? Sts: listen and repeat
T: correct mistakes
INTRODUCTION:
English 6 is the first of a four-level English language textbook for Vietnamese students of lower secondary schools learning English as a foreign language.
The students’ books contains:
- The book map: Introduction to the basics of each unit.
- 12 topics-based Units, each covering 8 sections to be taught in seven 45-minute lesson
- 4 reviews, each providing revision and further practice of the previous three units, to be dealt within two periods
- Glossary: giving meaning and phonetic transcription of the new words in the units
* The components of each unit
- There are three main units, each unit has 8 sections providing material for 7 classroom lessons of 45 minutes
Section 1: Getting started
Section 2: A closer look 1
Section 3: A closer look 1
Section 4: Culture and communication
Section 5: Skills 1
Reading 
Speaking
Section 6: Skills 2
Listening
Writing
Section 7: Looking back and project
 Classroom language.
- Listen and repeat.
- Read aloud
- Write down
- Come in
- Sit down
- Stand up
- Work in pair / groups
- Practice with a partner.
- May I come in?
- May I go out?
Classroom disciplines:
Speak E 80 % in the classroom.
Ask for T’s permission if you want to do sth. (cone in/sit down/speak Vietnamese/go out)
Automatic during the lesson.
Be ready for every lesson (prepare /review the lesson at home carefully)
4. Consolidation 
 T: guide ss to play game “slap board the number”.
 Ss: Play game
5. Homework
 - Prepare Unit 1- Getting started
E. Evaluation: ...............................................................................................................................................
...............................................................................................................................................
Date of teaching: .
PERIOD 2 	 UNIT 1: MY NEW SCHOOL
Lesson 1: Getting started
I. Ojectives:
 By the end of this Unit, students can: 
Pronounce correctly the sounds and in isolation and in context. 
 Use the lexical items related to the topic “My New School”. 
Use the simple present and the present continuous.
Talk about school activities, subjects, and what students do at school. 
Listen and read the conversation and take turn to make a new conversation. 
II. Main languages
-Words related to the school.
	- The expressions: Oh dear; you’ll see; come in; sure.
	- Present continuous tense.
	- Structures: look + adj; the same..as
III. Teaching aids:
Teaching plan and lesson on power point.
IV. Procedures:
 * Management
 * Checking the old lesson
 * New lesson
Teacher and students’activities
Content
 1. Warm up 
- Ask students to introduce some information about themselves
- Students listen to their friends and retell the information to the teacher and the classmates
- Teacher : remark 
2. Presentation
 * Concept check: Rubout and Remember 
 - Each time, T rubs out one English word but not Vietnamese .
 - Ss chorus the words which T has rubbed.
 - T and Ss do the same with another word.
 - When all the words are rubbed out , Ss chorus all the words one time .
 - T asks Ss to come to the board and write again all the words which he / she has rubbed . (one S can write one word only ) .
 - T corrects .
 - T asks Ss to coppy down .
Ask students to look at the screen and observe the picture (in the book) and answer some questions 
T: Where are they? Are they at school? 
Who are Vy and Duy? 
or: Are Vy and Duy Phong’s friends?
What are they going to do? 
And why is today a special day? 
- Ask students to guess their conversation 
- Have the students open their books and listen to the tape
T: play the tape and students listen and read 
3. Practice
After listening, teacher asks students to read in silence (in pairs) and call some pairs to play the role to read before class
- Have students read the conversation again in silence and do exercise 1a in the book. 
- T: ask students to look at the slice (1a) and read the order 
T: What do you do with this exercise? 
S: Answer and do it in groups (each group has 4 sts) 
- Call the groups to write the answer on the board.
- Ask the groups to remark. 
- T remarks and gives the correct answers.
- Call some students to read the sentences and correct the false sentences.
- T: ask sts to read the conversation again and check the meaning of these expressions 
T: give some questions to help sts guess the meaning easily
T: Who says “oh dear”? Does she go to school early? 
Why is she early? “oh dear” in the situation is used to express surprise (nagetive) 
- T: explain the meaning to the sts and then give some examples
- Do the same with 2, 3, 4
- Sts practise saying them together 
- Ask sts to role- play the short conversations in pairs before creating short role-plays (more able sts can try to extend the conversation)
- T: guide sts to extend the conversation 
T: Can you open the door for me? 
Sts : Sure. 
St1: Phong has a new school bag 
St2: It looks nice – you see 
- T: ask sts to look at the poem in the book 
- T: Play the recording. Let’s the whole class read the poem with the right intonation and rhythm. Ask questions to check sts’ understanding of the poem. Then sts work in pairs and write the poem about the partner, then read the poem aloud
- T: have sts observe things on the picture on the sceen (slide)
- Ask sts to name the thing they see 
- T: Give the words in the book and ask sts to compare the words they find with the words in the book
T: Ask sts to match the words with the school things
T: play the recording and then let them practise saying the names of the school things 
-Ask sts to write the correct words in the spaces. Allow sts to check their answers (in pairs)
-T: ask sts to read the words in ex 3 again and draw a picture next to new words in the vocabary book 
- T: Draw a ruler on the board and ask sts to look around the classroom: table, desks, notebooks, noticeboard, picture.
- Sts can draw the things in the classroom and write the words next to the picture
- Let them practise the words, and make up sentences with the words they draw. 
4. Consolidation
- call some sts to read all the new words again.
- Call 2 pairs to read the conversation again and find some sentences using the present continuous tense.
- Ask sts to make up some sentences using the present continuous tense and the words in this lesson.
Ex: I am using a caculator.
 She is riding a bicycle.
 Oh dear, you are wearing a beautiful skirt.
5. Homework.
- Learn by heart all the new words. 
- Make up 10 sentences with the new words.
- Prepare the next lesson : A closer look 1
* Vocabulary:
 - knock (v): gõ cửa (situation)
 - special (adj): đặc biệt (example)
 - excited (adj) phấn chấn, phấn khích (situation)
 - smart (adj): bảnh bao, sáng sủa (example)
 - compass (n): com - pa (realia)
 - calculator (n): cái máy tính. (realia)
Exercise 1a: T or F?
1.Vy and Duy are early.
2. Phong is eating. 
3. Duy is phong’s friend.
4. Duy lives near Phong. 
5. Phong is wearing a school uniform.
Key 
1. T 2. T 3. F
4. T 5. F
Exercise 1b 
1. Oh dear
2. You’ll see
3. Come in 
4. Sure
Key:
1 . express surprise
2. you’ll see = you’ll find out
3. invite sb in 
4. = yes/ all right 
Exercise 1c
A: Oh dear. I forgot calculator.
B: That’s OK, you can borrow mine.
A: Thank you 
Exercise 2: Listen and read the poem.
Example:
Khanh is going back to school today.
His friends are going back to school, too
His new school year starts today.
He’s got a new school bag 
Exercise 3: 
1- b: pencil sharpener
2- e : compass
3- j : school bag
4- d : rubber
5- c: calculator
6- i : pencil case
7- f: notebook
8- a : bicycle
9- g: ruler
10- h : textbook
Exercise 4: Learning tips
ruler
Someone is knocking at the door.
Phong is having breakfast
You are wearing the uniform, Duy
Experience:...
..
Date of teaching: . . 
PERIOD 3 UNIT 1: MY NEW SCHOOL
Lesson 2: A closer look 1
I. Objectives
 By the end of the lesson, sts can: 
Pronounce correctly the sounds and in isolation and in context.
Use the combinations: to study, to have, to do, to play.
Help sts listen better.
II. Main languages.
- Words related to the subjects, study 
- Some verbs: play; do; have; study and Nouns go with these verbs.
- Pronunciation : the sounds : /əʊ / and /ʌ /.
- Present simple tense and present continuous. 
III. Teaching aids:
 Teaching plan , projector, computer, CD, cassette, handouts..
IV. Procedures:
 * Management
 * Checking the old lesson
 * New lesson
Teacher and students’activities
Content
1.Warm up
- T: have sts play a game: Match the words with the picture. 
- Divide the class into 4 groups. 
- T: guide sts how to play this game. 
- Ask sts to work in groups. 
- Call each group to write the answer on the board.
- Have the groups remark each other.
- T: Remark and decide which group wins the game.
2. Presentation 
T: Through “warm up” T ask sts to look at the screen (Vocabulary 1) 
- Ask sts to have a look at the words and then T plays the recording and let sts listen once.
- T: play it again and pause for sts to repeat each word. Correct their pronunciation. 
- T: ask sts to make up some sentences with the new words
3. Practice
- T: Have sts observe the activities in the picture (on slide). 
- Ask sts to name the activity (Play the badminton)
- T: Which words can go with the verb play?
St: answer (tennis, football, the piano.)
T: Ask sts to do exercise 2: Let sts work in pairs, Putting the words in ex 1 into groups. 
- Call some sts to read the words which go with each verb
- T: check the answers. Explain to them which words go with each verb
- T : Encourage sts to add more nouns to the groups.
- Ask sts to read the phrase in part 2 again and then tell sts to do ex 3 individually. Call some sts to write on the board, then check their answers
- Call sts to read the sentences aloud.
- Ask sts to write sentences about themselves in their notebooks, using the combinations above. They can write as many sentences as possible. 
T: Write the words: judo and Monday. 
- Call sts to read the words and tell the pronunciation the letter “o” 
- Ask sts to observe the T’s lip positions for these two sounds. 
- Let sts practise the sound /əʊ/ and// together.
- Play the recording and ask sts to listen and repeat (play as many time as necessary)
- Ask sts to give more words that pronounce /əʊ/ //
- Ask sts to have a look at the words in part 6 and read the words aloud. 
- T: Play the recording twice. Allow sts to work individually. Then let them check their answer in groups. 
- T: Call some sts to write the words into two groups on the board. 
- Call sts to remark and then T corrects them.
- Play the recording again and check the answers.
- Have sts read the sentences in part 7 and then recognize the words that pronounce /əʊ/ // 
-T: play the recording . Let sts repeat sentence by sentence. Help them check the sound they themselves pronounce.
- Ask sts to underline them in the sentences 
- Call some sts to read the words aloud
4. Consolidation
- Ask sts to read the phrases verbs in part 2 again and make up some sentences using the phrases verbs
- Ask sts to repeat the two sounds /əʊ/ // and then read all the words in part 6
5. Homework
- Ask sts to make 5 sentences using the verbs in part 3 
- Add more words that pronounce /əʊ/ // 
- Prepare the next lesson: A closer look 2
1, physics
2. football
3. judo
4. history
5. school lunch
6. homework
Vocabulary 
1. Listen and repeat the words
- Physics - Exercises
- English - vocabulary 
- History - lessons
- Homework - music
- Judo - football
- School lunch - science
2. Put the words in the groups
Play : football, music
Do: homework, judo, exercise,
Have: school lunch, lessons,
Study: Physics, English, History, vocabulary, science
3. Put one of these words in each blank
1. homework
2. football
3. lessons
4. judo
5. science
4. Write sentences .
Ex: I have English lessons on Tuesday and Thursday
.
Pronunciation
 5. /əʊ/ / ʌ /
1. /əʊ/ : judo, going, homework, open, 
2. / ʌ /: brother, Monday , mother , month
6. Listen to the words and put them into two groups
 /əʊ/: rode, don’t, hope, homework, post.
 //: some, Monday, month, come, one
7. Listen and repeat.
1. They are going to open a new library
2. I’m coming home from school
3. His brother eats lunch in the school canteen 
4. The new school year starts next month
5. My brother is doing his homework 
6. He goes to the judo club every Sunday 
Remark:
..............................................................................................................................................................................................................................................................................................
Date of signing:...........................................
WEEK 2	Date of preparing: 26/ 8/ 2015
Date of teaching:  
Period 4 UNIT 1: MY NEW SCHOOL
Lesson 3: A closer look 2
I. Objectives:
 By the end of the lesson, sts can:
Use the present simple and present continuous.
Read for specific information about email and wedpage.
Practise making up sentences using present simple and present continuous. 
II. Main languages:
Pesent simple and present continuous. 
Words related the things at school.
III. Teaching aids:
Teaching plan, projector, handout for sts.
IV. Procedures:
 * Management
 * Checking the old lesson
 * New lesson
	Teacher and students’activities
Content
1. Warm up 
- Have sts play a game: Look at the picture and make up as many sentences as possible
- Ask sts to work in groups and then T calls groups to present their examples before class.
- Call sts to remark and T remarks and decides which group wins the game
2. Presentation	
- Ask sts to tell which tense is used in sentence 1, 3.
Sts: present simple
- T: Can you tell me the form of it? 
(Say the form of positive, negative and question and short answers)
- S: Say the form of it.
- Repeat the use and form of the present simple tense and its note. 
- Ask sts to give some examples using present simple.
- Ask sts to read the sentence 3, 4 and tell the tense of them.
S: present continuous 
T: Can you tell the use and the form of it? 
T: Notice some special cases.
Ex: Put – Putting : write – writing
 Lie - lying
- Ask sts give some examples (positive. Negative and question)
3. Practice.
Exercise 1: Write the correct form of the verbs.
T: What do you do with the exercise? 
- Ask sts to read the conversation do the ex.
- Let sts do the task individually. 
- Call sts to write their answers on the board.
- Have sts correct first and then T corrects their answers (T asks sts to explain their answers)
Exercise 2: Role- play the interview.
- Let sts to role – play the interview. T observes and helps sts when and where necessary (correct sts’ pronunciation and verb form)
Exercise 3: Find out and correct the mistakes.
-Ask sts to read the sentences in ex 3.
- Allow sts to write the sentences in their notebooks referring the interview.
- Ask sts to do the ex in groups of 4. 
- Call some sts to write their answers on the board - T: Correct sts’answers and sentence by sentence.
Then ask sts to give the rule and use of the present simple themselves. Let them study the grammar box. T can add something and give more examples.
Exercise 4: Make questions and then interview your partner.
- Ask sts to look at the suggested words. 
T: What do you do with this exercise? 
S: Make questions using the cue words.
- Ask sts to work in pairs. Take turns to ask questions and give answers.
- T: Goes round and corrects mhen and where mistakes or gives help when and where necessary.
- Call some pairs to interview before the class.
- T: remaks and corrects mistakes.
Exercise 5: Find and underline the present continuous from Getting started 1.
- Ask sts to refer to the conversation in G. S 1. 
- Let sts focus on the verbs used in present continuous.
- Play the recording again and ask sts to listen and follow the conversation on the page. 
- Ask sts to underline the present continuous form : is knocking ; is having ; are wearing.
- Let sts use the grammar box to help them explain how the present continuous is form and used.
- Ask sts to read the sentences again.
Exercise 6: Complete the sentences with the correct form of the verbs. 
- Have sts study the example first. Then ask 
them to give the correct verb forms. (Ask them to repeat the verb form in each sentence, and read the whole sentence correctly). 
- Call sts to write their answers on the board.
- T: remarks and corrects. T can ask sts why to use the tense in each sentence.
- Ask sts to say the diffirences between the two tenses 
T: explains to them:
+ When something often happens or is fixed: present simple
+ When something is happening now: present continuous
Exercise 7: Choose the correct tense of the verbs.
- Ask sts to do the task by themselves or in pairs. (T corrects their mistakes: asks why they use the present simple or the present continuous , focusing on the context of the sentences such as use of adverbs of time: now , on Monday and Saturday or the command: look..)
- Call sts to read their answers.
- T: corrects the wrong sentences 
Exercise 8: Read Vy’s e-mail to her friend.
T: Asks sts to observe and answer the question: What is it? 
S: It’s a letter
T: Have a look at some items on the top .
S: can guess: it’s an e- mail.
- Ask sts to read the e-mail to get the some main information.
- Let sts read the e-mail again and underline things that often happen or fix. And then underline things that are happening now. 
- Have sts do the task themselves. Then discuss their answers with a partner before discussing with the class.
T: Ask sts some questions about themselves.
? How do you feel at school for the first week?
? What do you wear every day? 
? Do you have lots of friends?
What do you do in the morning/ in the afternoon/ evening?
- Help sts compare Vy’s first week with theirs individually. 
- Call some sts to read out their sentences and corrects their mistakes. 
4. Consolidation.
- Ask sts to repeat the form and the use of the present simple and the present continuous.
- Ask sts to make up some sentences using the two tenses above.
5. Homework.
Learn by heart the form and the use of the two tenses above.
- Write an e-mail to your friend to tell her or him about you and your school.
Ex: 1.They often play badminton after school.
2. They are playing badmimton now.
3. He does his homework in the evening.
4. He is doing the homework at the moment.
The present simple
Positive
I/ You/ We/ They/ N(P) +