Giáo án tự chọn môn Tiếng anh lớp 6

Date:
Period: 	
	TOBE: is/am/are
I. OBJECTIVES:
 - Knowledge: By the end of the lesson students will be able to put Tobe in correct form after subjects
 - Skills: 	 Reading
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Solving problem, Participation, Pairwork
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
REVISION
- Teacher introduces himself and asks students to find out the verb Tobe
- Students say the verb: am
- Teacher writes on board and helps students to understand it meaning its use in the sentence.
Time: 5 m.
Teacher : I am Tu
Tobe: am ( thì là)
PRESENTATION
- Introduces the words by explaining the meaning, using the situation.
- Students recognize the verbs Tobe and say
- Teacher writes on board and helps students to put them with suitable subjects
- Teacher checks by readig the subjects
- Students say the verbs come after.
Time: 15 m.
I./ Vocabulary:
 Tobe (in present tense): is, am, are
Eg:
He is Lam
They are Lam and Hung
I 
am
Lam
We
are
Van and Tu
You
They
He 
is
Hung
She
It
PRACTICE.
- Teacher asks Students to fill in the blanks suitable form of tobe
- Students work invidually then compare with their partners.
- Teacher asks Students to read the sentences.
- Teacher corrects the mistakes and gives right answers.
Time: 10 m.
 II./ Exercise 1,2 page 4,5
FURTHER PRACTICE.
- Teacher asks Students to work in pairs to complete the dialouges on page 5 by looking at the pictures.
- Students work in pairs.
- Teacher hangs a posters of incomplete dialouges on board
- Students work in chorus to speak aloud.
Time: 10 m.
III./ Exercise 3,4 page 5
Thu: Hello. My name is Thu
Van: Hi, Thu. I’m Van
 How are you?
Thu: I’m fine, thank you. And you ?
Van: Fine, thanks.
C. Consolidation ( Time: 4m ):
- Teacher asks students to read the verb tobe come after the subjects.
	D. Homework:
- Exercises: 4 pages 5, 2 page 6.
- Learn by heart the form of tobe
Date:
Period: 	
	NUMBERS + HOW OLD ARE YOU ?
I. OBJECTIVES:
- Knowledge: By the end of the lesson students will be able to read the numbers correctly and further practice saying them.
- Skills: 	 Reading, Speaking
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Solving problem, Participation, Pairwork
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
REVISION
- Teacher asks students to say numbers that they have learnt.
- Students say chorally.
- Teacher ask students to go to the board to match.
- Students draw lines on board.
Time: 7 m.
I./ Matching.
One
ba
Eleven
mười tám
Two
mười ba
Twelve
mười hai
Three
hai
Thirteen
bảy
Four
chín
Fourteen
mười bảy
Five
tám
Fifteen
mười bốn
Six
hai mươi
sixteen
năm
Seven
một
Seventeen
mười một
Eight
mười chín
Eighteen
mười
Nine
bốn
Nineteen
mười lăm
Ten
sáu
Twenty
mười sáu
PRACTICE
- Teacher shows telephone numbers and asks students to read 
- Students read chorally then invidually
- Teacher asks students to ask and answer for the given telephone numbers.
- Students work in pairs.
- Teacher asks students to ask for age
- Teacher present the example exchange and helps students to practice.
- Teacher calls some pairs to practice in front of the class.
- Students work in closed pairs then in open pairs.
Time: 10 m.
II./ Ask for telephone numbers, age.
What is your numbers?
053.868298
053.868298
054.365987
0982.954939
0982.074225
How old are you ?
I’m ... ...
0982.228874
FURTHER PRACTICE.
- Teacher asks students to work invidually to write the numbers in exercise 1 page 7 Workbook.
- Students work invidually
- Teacher calls students to write on board
- Teacher asks the others to correct.
- Teacher asks students to work inpairs to complete the dialogues in exercise 3 page 8,9
- Students work in pairs
- Teacher calls some pairs to practice aloud.
Time: 15 m.
III./ Exercise 1 page 7 Workbook.
 Exercise 3 page 8,9 Workbook.
b) How are you ?
I’m ten. And how are you ?
I’m ten years old.
C. Consolidation ( Time: 4m ):
- Teacher asks students to read the numbers again
	D. Homework:
- Do the exercise again.
- Learn by heart the numbers
Date:
Period:	GREETINGS + HOW ARE YOU ?
I. OBJECTIVES:
- Knowledge: By the end of the lesson students will be able to greet correctly and ask for health in daily saying.
- Skills: 	 Reading, Speaking
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Solving problem, Participation, Pairwork
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
REVISION
- Teacher writes words of the greeting whose letters are in disorder
- Teacher asks students to re-arrange the letters to make them meaningful.
- Students are divided into two teams.
- The students from the each team will write words. The team which finishes first with more right words win the game.
- Teacher checks and corrects
Time: 7 m.
I./ Jumbled words
Good morning
Good afternoon
Good evening
Good night
Goodbye 
PRACTICE
- Teacher shows cards of time and asks students to say the greetings equivalent with each card.
- Students read chorally then invidually
- Teacher corrects the pronunciation
- Teacher presents the example exchange of asking for health and helps students to practice.
- Teacher calls some pairs to practice in front of the class.
- Students work in closed pairs then in open pairs.
Time: 15 m.
11:00 am
3:00 pm
5:00 pm
10:00 pm
Example exchange
A: How are you?
B: I’m fine. Thank you. And you ?
A: Fine, thanks.
FURTHER PRACTICE.
- Teacher asks students to work invidually to write the greetings for each picture in exercise 1 page 6 Workbook.
- Students work invidually
- Teacher says the letter of the picture
- Students say the greetings.
- Teacher asks students to work in pairs to re-order the dialogues in exercise 2 page 6
- Students work in pairs
- Teacher asks Students to give correct order.
- Teacher calls some pairs to practice aloud.
Time: 15 m.
III./ Exercise 1, 2 page 6,7 Workbook.
* Exercise 1 
a) Good morning
b) Goodbye
c) Good afternoon
d) Good evening
e) Good night
*Exercise 2
 Miss Hoan: Good afternoon children Children: Good afternoon Miss Hoan
 Miss Hoan: How are you today?
Children : We’re fine thank you. how are you?
 Miss Hoan: Fine, thanks. Goodbye
Children: Bye
C. Consolidation ( Time: 4m ):
- Teacher asks students to say the greetings again
	D. Homework:
- Do the exercises again.
- Learn by heart the greetings
Date:
Period: 	
	CONTRACTION: AM/IS/ARE
I. OBJECTIVES:
- Knowledge: By the end of the lesson students will be able to know the contraction of tobe: am/is/are.
- Skills: 	 Reading, Speaking
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Solving problem, Participation, Pairwork
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
REVISION
- Teacher asks Students and Students answer
- Students answer chorally then invidually the question
- Teacher writes on board.
Time: 5 m.
I./ Chatting
How are you ?
I am fine. Thank you 
We are fine. Thank you 
How is he?
He is fine.
PRESENTATION
- Teacher elicits the verbs tobe from the sentences
- Students say the verbs
- Teacher gives the contraction form of them
- Teacher helps students to read
- Students repeat chorally then invidually
- Teacher read the sentences with full form and asks students to read the contraction form.
Time: 10 m.
II./ Contractions.
We are fine. We’re fine
I am fine. I’m fine
He is fine. He’s fine
PRACTICE.
- Teacher asks students to work invidually to write the complete the dialouges in exercise 4 page 10.
- Students work invidually
- Teacher asks students to read the dialogues.
- Teacher corrects and gives corrects answers.
- Teacher calls students to practice aloud.
-Teacher corrects the pronnuciation
- Teacher asks students to practice the dialogues in contraction form of the verb tobe.
- Teacher calls some pairs to practice aloud.
Time:20 m.
III./ Exercise 4 page 10 Workbook.
* Exercise 4
C. Consolidation ( Time: 5m ):
- Teacher asks students to make similar dialogues and speak in front of the class.
	D. Homework:
- Do the exercise 4 on page 10 again
Date:
Period: 	
	 	POSSESIVE PRONOUNS/THIS, THAT
I. OBJECTIVES:
- Knowledge: By the end of the lesson students will be able to know the possesive pronouns of the subjects and futher practice with this/that
- Skills: 	 Reading, Speaking
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Solving problem, Participation, Pairwork
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
PRESENTATION
- Teacher asks students to gives the subjects
- Students say the subjects
- Teacher writes on board
- Teacher elicits the possesive pronouns from the sentences and writes after each subject
- Teacher read as modal
- Students listen and repeat chorally
-Teacher checks by rub out and remember
- Teacher asks students to read 
- Teacher erases the words and asks students to write.
- Teacher points to things in the classroom and says the sentences with this/that
- Teacher asks students to say the sentences of the things in the classroom
- Students say chorally then invidually
- Teacher writes sentences on board and explains the uses of this/that
- Students copy down and take notes.
Time: 10 m.
I./ Possesive pronouns
Subjects
Possesive pronouns
I
My
We
Our
You
Your
They
Their
He
His
She
Her
it
its
II./ This/That
This is a table
That is a desk
PRACTICE.
- Teacher asks students to write questions with different possesive pronouns
- Students work invidually
- Teacher calls some students to read the questions
- Teacher asks students to change sentences with the same meaning.
- Students work invidually 
- Teacher asks students to work in pairs to say
 - Teacher asks Students to make questions for the answers in Exercise 2
- Students work invidually
- Teacher calls some pairs to read the sentences and the questions
Time:20 m.
III. Make questions and sentences with possesive pronouns.
*What is your name?
He is Nam His name is Nam
She is Nga  .  
They are Nga and Hung
I am Tam
Your are Lam
We are Tuan and Tam
 IV./ Exercise 2, 3 page 15,16
C. Consolidation ( Time: 5m ):
- Teacher asks students to read the possesive pronouns again.
	D. Homework:
- Do the exercise 2,3 on page 115, 16 again
Date:
Period: 	
	Imperative and articles: an, a
I. OBJECTIVES:
- Knowledge: By the end of the lesson students will be able to put articles correctly before nouns, and say the commands
- Skills: 	 Reading, Speaking
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Solving problem, Participation, Pairwork, groupwork.
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
REVISION
- Teacher commands the activities in the class.
- Students follow the commands.
- Teacher ask Students to play Simon says game.
- Students stand in a circle and say the inperatives.
- Teacher gives some stick pictures of the classroom imperative.
- Students write the imperatives for pictures.
Time:5 m.
I./Simon says: 
Sit down
Stand up
Open your books
Close your books
PRESENTATION
- Teacher says two sentences with articles
and underlines them.
- Teacher asks students to say the meaning of the articles.
- Teacher gives more examples and asks students to recognize how the article fits for each noun.
- Teacher explains more and asks students to copy.
- Students copy down and take notes.
Time: 10 m.
II./Articles: a/an
This is a clock
That is an eraser
a/an: một cái, vật
a:goes before noun beginning with a consonant.
an: goes before noun beginning with a vowel
*vowels: u,e,o,a,i
PRACTICE.
- Teacher asks Students to work invidually to put the correct article for the nouns.
- Students work invidually then compare with ther partner
- Teacher gives feed back
Time:10 m.
III. Put the correct vowel.
..book
..pencil
..armchair
..couch
..door
..eraser
..desk
FURTHER-PRACTICE.
- Teacher asks students to match the phrase of the imperatives.
- Students work invidually
- Teacher ask students to read the imperatives again.
- Teacher says the letters of the pictures
- Students say the commands in exercise 2 on page 11.
- Teacher asks Students to fill in the blanks to complete the dialogues.
- Students work in pairs.
- Teacher asks some pairs to ask and answer.
Time:10 m.
IV./ Exercise: 3 page 15 workbook
b) That is a clock
c) This is a waste basket
d) This is a bag
e) That is a school
f) This is a window
g) That is a board
h) That is an eraser.
C. Consolidation ( Time: 5m ):
- Teacher commands the classroom imperatives .
	D. Homework:
- Do the exercise 3 on page 15 again
Date:
Period: 	
	Yes/No_questions with Tobe
I. OBJECTIVES:
- Knowledge: By the end of the lesson students will be able to form Yes/No_questions with tobe
- Skills: 	Writing, Speaking
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Inquiry approach, Participation, Pairwork, groupwork.
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
PRESENTATION
- Teacher writes two sentences with Tobe on board and asks students to pick out the verb Tobe.
- Students say chorally.
- Teacher underlines the verbs and helps Students to form questions.
- Teacher writes questions on board and asks students to read.
- Students read chorally then invidually.
- Teacher gives the answers and asks Students to practice speaking.
- Students work chorally then in pairs.
Time: 10 m.
I./Yes/No_question with Tobe
 This is a desk.
 Is this a desk?
Yes, it is./ No, it isn’t
They are students.
 Are they students?
Yes, they are./ No, they aren’t
She is a teacher.
Is she a teacher?
Yes, she is/ No she isn’t.
PRACTICE.
- Teacher gives cue words and asks Students to make questions
- Teacher makes orally and asks Students to repeat
- Students repeat chorally then in two groups and in pairs.
- Teacher asks students to pratice then asks some pairs to speak aloud.
- Teacher asks Students to write it up
- Students work invidually then compare with partner.
Time:10 m.
II./ Make questions and answers
he/student
Is he a student? Yes, he is/ No, he is not.
Mai and Lam/ teachers
they/ students
she/mother
she/sister.
FURTHER-PRACTICE.
- Teacher asks students to make questions form the statements in the exercise 2 page 15.
- Students work invidually
- Teacher asks students to read the questions.
- Students read aloud.
- Teacher asks students to work in pairs
- Students work in pairs.
- Teacher asks some pairs to ask and answer.
- Teacher asks students to write on board.
Time:10 m.
III./ Exercise: 2 page 15 workbook
Is this your classroom?
Is this your bag?
Is that your school?
Is that your teacher?
Is this your desk?
C. Consolidation ( Time: 5m ):
- Teacher asks students to read the questions and the answers again.
	D. Homework:
- Make questions and answers with the following cues.
this/pencil
that/table
this/window
Date:
Period:	
	WH_QUESTION, LETTERS.
I. OBJECTIVES:
- Knowledge: By the end of the lesson students will be able to form Wh_question and letters to spell words.
- Skills: 	Writing, Speaking
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Inquiry approach, Participation, Pairwork, groupwork.
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
REVISION.
- Teacher asks students their names and then asks them to spell 
- Students answer the name and spell 
- Teacher writes on board and asks students to preactice asking in pairs.
- Students work in pairs
Time: 5 m.
What’s your name?
My name’s Lam
How do you spell it?
L_A_M
PRACTICE
- Teacher asks students some words in English and asks students to spell the words.
- Students say the words and spell them
- Teacher asks students to practice in pairs.
- Teacher asks students to sing the alphabet song of English
- Students work chorally
Time: 7 m.
What’s it in English?
Classroom
How do you spell it?
C.
Classroom
Door
Teacher
Students
Clock
Eraser
Waste basket
PRESENTATION.
- Teacher asks students to say some questions with Wh at the beginning.
- Students say chorally or invidually.
- Teacher helps students to understand the meaning of them
- Students take notes
Time:7 m.
What’s your name?
How do you spell it?
Where do you live?
PRACTICE
- Teacher gives Exercise and asks students to fill in the blanks
- Students work invidually
- Teacher asks students to write on board
- Teacher checks and corrects
Time:5 m.
..do you do?
..spell it?
..do you live?
..is that?
FURTHER – PRACTICE
- Teacher asks students to work invidually to fill in the blanks 
- Students fill in the blanks then compare with partners.
- Teacher asks students to read the dialogues.
- Students work in pairs to read aloud
Time: 10 m
 Exercise 3, 4 page 12, 13
C. Consolidation ( Time: 3m ):
- Teacher asks students to read the questions.
	D. Homework:
- Students do the exercises again
Date;
Period: 	
	HOW MANY,THESE/THOSE.
I. OBJECTIVES:
- Knowledge: By the end of the lesson students will be able to form question with How many and spell words.
- Skills: 	Writing, Speaking
II. AID & PREPARATION :
 	Teacher's : Lesson plan; Workbook
 	Student's : Books, notebooks
III. METHODS:	Inquiry approach, Participation, Pairwork, groupwork.
IV. PROCEDURES :
	1. Settlement ( 1 m ):
	2. Warm - up or revision ( 0 m ) :
 3. New Lesson :
A. Introduction.
B. Presentation.
ACTIVITIES
CONTENT
REVISION
- Teacher points to things and asks students to make questions.
- Students make questions chorally or invidually.
- Teacher writes on board to revise the students of sentences with these/those.
- Teacher helps students to know the usage.
Time: 5 m
What are these?
They are..
What are those?
They are.
PRACTICE
- Teacher asks students to make questions with the given words
- Students work invidually then in pairs
- Teacher calls some pairss to ask and answer.
Time: 8 m
Tables
Desks
Schools
Books
Chairs
Lamps
PRESENTATION.
- Teacher asks students to write the structure with How many and the answer on board
- Students write on board
- Teacher gives examples to illustrate the structure.
- Teacher asks students to read the modal
- Students read chorally then invidually
Time:10 m.
How many + plural noun + are there..?
There are plural noun
There is singular noun
How many tables are there in your class?
There are two tables in my class.
There is one table in my class.
PRACTICE
- Teacher gives cue word and asks Students to make questions and answers
- Students work chorally then invidually
- Teacher asks students towork in pairs
- Students work in pairs to ask and answer
- Teacher calls some pairs to practice aloud
- Teacher asks students to write them up
T