giao an tieng anh 6 i learn smart world ca nam

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GIÁO ÁN TIẾNG ANH 6 CẢ NĂM
SÁCH i-LEARN SMART WORLD 6 NĂM 2021
I. GIÁO ÁN TIẾNG ANH HỌC KÌ 1 LỚP 6
UNIT 1: HOME
Lesson 1 (p. 6)
I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: pool, balcony, garage, yard, gym, apartment.
Useful expression: Excuse me.
Grammar: Simple present (+)
Students will be able to talk about people’s homes and get someone’s attention.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Building their love for family, homes and community
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures:
Time

Steps/Activities

Organization

Warm-up
5’

Option 1: Song: Hello!
- Play audio (The “Hello!” song) to brainstorm the theme of the
lesson.

 Teacher –
whole class/
individuals

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- Teacher and students sing along and greet together.

Option 2: What is in the picture?
- Divide the class into two groups, A & B.
- Teacher shows chain of pictures of places. After watching,

 Teacher –
whole class/
groups

groups receive flashcard of the places they have just seen, pick
out the ones they saw.
- The winner is the group which has more correct pictures.
New lesson
 Teacher –
whole class/

individuals
-

Teacher shows pictures of places again to lead in the new
lesson.

-

Ask students if they have ever been to any of them.

A-Teach new words. (10’)
25’

- Use real things and pictures to introduce the new words:
New words:
1. pool (n)
2. balcony (n)
3. apartment (n)
4. garage (n)
5. gym (n)
6. yard (n)
- Have students listen and repeat each new word. (chorally –
individually)
- Correct student’s pronunciation if necessary.

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Activity 1. (Checking new word)
-

Have students look at the pictures, and fill in the blanks
with words given. (exercise a/p. 6)

-

Listen again to check the answers.

Answer:
1. Pool
2. Apartment
3. Gym

 Teacher whole class/
individuals

4. Balcony
5. Garage
6. Yard

Activity 2: watching a video clip, name the places
- Teacher shows a video clip she made about her apartment
- Have students watch the video, pause sometimes for students to
name the places. (Balcony, kitchen, bedroom, living room, yard,

 Teacher –
whole class/
individuals

pool, garage).
- Teacher checks, corrects and gives feedback.

Activity 3 (optional): Speaking
- Teacher makes example sentences with new words.
- Ask students to work in pairs, talk about their house, using new
words. (exercise b/p. 6)

 Teacher –
whole class/
pairs

- Some pairs present in front of the class.
- Teacher checks and corrects.

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Example.
- My house has a balcony.
- There’s a small yard in front of my house...

B-Listening. (10’)

 Teacher –

- Teacher shows the picture of the task, asks students some

questions about it. (exercise a/p. 6)

whole class/
pairs

Suggested Q&A:
-

How many people are there? – Three people

-

Are they family members? - No

-

Are they classmates? – Yes.

- Teacher has students work in pairs, read the sentences, guess the
answers (exercise b/p. 6)
- Listen and check their guess (listen the 1st time)
- Listen again to check their answers.
- Teacher checks and corrects.
Answer:
1. An apartment
2. bedrooms
3. pool
4. garage
-

Teacher shows the dialogue, students listen and repeat.
Wrap-up

5’

Option 1: Substitution
- Teacher gives out the open conversation to groups, students
practice filling in the gaps, using suggested words.

 Teacher –
whole class/
groups

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- Have students practice role playing the dialogue.
- Some pairs present in front of the class. (close pairs, open pairs)
Example:
1. An apartment (a house, a flat, a villa)
2. Pool (garden)
3. Garage (gym)
Option 2: Speaking.
- Teacher asks some students about their house or apartment
(hand-out, an open dialogue, students answer by themselves.)
- Students work in pairs, ask and answer.
- Some pairs present in front of the class.

 Teacher –
Students in
pairs

Example:
A. Do you live in a house?
B. …………………………………………
A. Is it big or small?
B. ……………………………………….
A. Does it have a garden?
B. ………………………………………
A. Is there a balcony?
B. ……………………………………….
A. What thing do you like best?
B. …………………………………………………
Option 3: song “We are a Family”
-

The whole class sings the song together.

/>QlQ

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Homework
Write four sentences about your house.

Lesson 1 – Grammar (p. 7)
I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment)
Grammar: Present simple (affirmative, negative, interrogative form)
+ I / you / we / they + live & he / she / it + lives
- S + don’t / doesn’t live
? Do / Does + S + live ? – Yes,…do/does. / No, … don’t/doesn’t.
Students will be able to use present simple to exchange information about their homes.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Building their love for family, homes and classmates
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III.

Procedures:

Time

Steps/Activities

Organization

Warm-up
5’ Option 1: Song: We are a family

- Play the music, the whole class sings and dances together to

 Teacher –
whole class

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lead in the theme of the lesson.

Option 2: Interviewing
- Some students talk about their house (homework).
- Teacher follows, checks and gives feedback.

 Teacher Whole class/
Individuals

New lesson
A-Grammar. (10’)

 Teacher –

- Teacher shows types of houses, asks students some questions
about them. (use Yes – No questions)

whole class/
individuals

- Teacher shows example sentences and elicits the way of using
present simple tense
Formation
+

Examples

I / you / we / they + live

I live in an apartment.

(V)

She lives in an apartment.

He / she / it + lives

25’

(V.s/es)
-

I / you / we / they +

They don’t live in a house.

don’t live

She doesn’t live in a house.

He / she / it + doesn’t
live
?

Do + you / we / they +

Do you live in a house?

live ?

Does she live in a house?

Does + He / she / it +
live ?

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- Teacher gives some sentences, asks students to change them
into negative and interrogative. (individually)
- Correct student’s answers if necessary.
 Teacher/
Whole class/
B-Practice. Fill in with correct verb forms (6’)
-

Teacher explains the way to do task b/p. 7

-

Some volunteer students show the answers on the board.

-

Teacher checks and corrects.

individuals

Answers:
1. Lives
2. Have
3. Live – lives
4. Doesn’t have
5. Live
6. Have
C-Practice. Complete the dialogue (10’)
- Teacher shows the table, sets the scene of the dialogue. Have
students practice filling the dialogue (pairs)

 Teacher –
whole class/
pairs/
individuals

- Have a pair present in front of the class.
- Teacher asks students to use given clues to complete the
conversation.
Suggested answer:

1. No, I don’t.
2. Yes, it does
3. No, it doesn’t
4. No, it doesn’t
5. Yes, it does

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-

Teacher checks and corrects the answers.

-

Students practice reading the dialogue in pairs.
Wrap-up

Option 1: Interviewing
- Have students use the same format to ask and answer about their
own house.

 Teacher –
whole class/
pairs

- Some pairs present in front of the class.
Example:

1. Yes / No
2. Yes / No
3. Yes / No
4. Yes / No
5. Yes / No
5’
Option 2:
-

Teacher shows some pictures of houses, one team chooses

Students in

a house to describe, and the others find the correct one.

groups

The team who has more correct answers wins the game.

Option 3:
-

 Teacher –

 Teacher –

Teacher shows some pictures of houses, one team chooses

Students in

a house to describe, and the others find the correct one.

groups

-

Five students attend the game.

-

A host student chooses a picture of a house; other students
ask Yes No questions to find out the house. The student

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who finally finds out the house wins the game.

Homework
Make a table of things that your house has.

garde

pool

garage

Yard

n

playgrou

Gym

nd

balcon
y

Lesson 1 (p. 8)
I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment)
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Grammar: Present simple – Y/N questions
Do / Does + S + live ?
Yes,…do/does. / No, … don’t/doesn’t.
Pronunciation: intonation of Y/N questions
Students will be able to ask Y/N questions (present simple) using the correct pronunciation
feature and use them to exchange information about their homes.
b. Core competencies and Personal qualities
- Developing communication skills and creativity

- Demonstrating teamwork skills
- Building their love for family, homes and classmates
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III.

Procedures:

Time

Steps/Activities

Organization

Warm-up
Option 1: Song: Hello!
- Play audio (The “Home sweet Home” song) to lead in the theme
of the lesson.

 Teacher –
whole class/
individuals

- Teacher and students sing and greet together.
5’

Option 2: What things does your house have?
- Some students show the table of their homework, share

something about it.

 Teacher –
whole class/
individuals

- Other students may ask for more questions if they want.
- Teacher follows and gives feedback, then leads to the new
lesson.

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New lesson
A-Pronunciation. (10’)
-

Teacher shows example sentences to class (affirmative &
negative) and asks them to find the differences.

-

 Teacher –
whole class/
individuals

Teacher explains the rules, gives more examples to make it
clear.

Ex: I live in an apartment.
Do you live in an apartment?
Ex: There is a yard in my house.
Is there a yard in your house?
25’

Have students listen and notice the change of the intonation
(exercise b/p. 8)

-

Have them listen & repeat.

-

Have students listen and cross out the wrong intonation.
(exercise c/p. 8)

Further practice:
-

Teacher gives some sentences for students to practice

-

Some students read loudly

B-Practice – Point, ask and answer (10’)
Activity 1: Ask & answer.

- Use real things and pictures to review the words: (apartment,

 Teacher whole class/
pair work

garage, yard, pool, …………………)
- Teacher asks some students as model.
- Have students practice in pairs, asking and answering Yes – No
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questions.
Example:
1. Do you live in an apartment? – Yes, I do
2. ……………
3. ………………..
4. ……………….
5.
- Some pairs present in front of the class
- Correct student’s pronunciation & intonation if necessary.

Activity 2: discussion
- Have students practice A&A about their home, using Yes/No
questions. (exercise b/p. 8)
- Have students work in pairs, share their ideas.
- Some students present in front of the class.

 Teacher –

whole class/
pairs

- Teacher checks, corrects or gives feedback.

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Wrap-up
Option 1: Pass the ball

 Teacher –

- Give a student a ball, play audio of music and ask him/her to
pass the ball to the student next to him/her and continue with

whole class/
individuals

other students.
- Stop the music suddenly.
- Students stop passing. The student with the ball will make a
sentence that describes their house or one thing their house has.
- Play the music again and continue this game in the same way.
5’
Option 2: Speaking (Chain game)
- One student makes a sentence to describe their house.
- Another student says the sentence again (change the subject

pronoun) together with a sentence about his house.
- The third student does the same way (say the 2 sentences above
again, add one more about his house).
- Student who can’t make the chain loses the game.

 Teacher –
Students in
groups

- The winner will get 1 point for him / her.

Homework
Make your own blog: write 5 sentences about your house.

Lesson 2 (p. 9)
I. Objectives:
By the end of this lesson, students will gain the following:
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a. Language knowledge and skills
Vocabulary: (do the) laundry, clean the kitchen, make dinner, make the bed, do the
shopping, do the dishes
Grammar: Present simple
 Students will be able to name housework and say which housework they do at home.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills

- Having responsibility for doing housework
- Developing the love for family
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III.

Procedures:

Time

Steps/Activities

Organization

Warm-up
Sing a song
- Play audio (The “Home sweet Home” song) to review the song
- Teacher and students sing along and greet together.

 Teacher –
whole class/
individuals

5’
Option 1: What types of house?
- Divide the class into two groups, A & B.

 Teachers students in

groups

- One group has pictures of houses; one group has words.
- Group A shows a picture, group B shows equivalent word, and
reverse.
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- The winner is the group which has more correct answers
 Teacher whole class/

Option 2: Sticking

individuals

- Teacher shows a picture of types of houses.
- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the
picture.
- One plus mark for every student having a correct answer.

New lesson
 Teacher –
whole class/
individuals

25’

-

Teacher shows a picture to introduce new lesson.

-

Ask students if they often do the housework at home.

A-Teach new words. (10’)
- Use real things and pictures to introduce the new words:
New words:
1. Do the laundry
2. Do the shopping
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3. Do the dishes
4. Clean the kitchen
5. Make breakfast / lunch / dinner
6. Make the bed
- Have students listen and repeat each new word. (chorally –
individually)
- Correct student’s pronunciation if necessary.

Activity 1. (Checking new word),
-

Teacher lets students fill in the blanks. (exercise a/p. 9)

-

Listen again to check the answers.

Activity 2: discussion
- Have students practice A & A if they do the housework at
home.
- Have students work in pairs, share their ideas.

 Teacherwhole class/
individuals
 Teacher-

Activity 3 – Reading:

students in
pairs

Guessing game
- Teacher shows a picture of Ken’s blog.
- Ask students to guess if Ken does the housework at home.
- Students read through the blog, check their guess.

 Teacher –
whole class/
individuals

Scanning.
- Have students read through the blog, check the housework they

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see in the blog.
Do the dishes

√

Do the shopping

√

Make dinner

√

Make the bed

√

Clean the kitchen
Do the laundry

X Clean the room
√

Vacuum

√
X

Circle the correct answer.
- Have students work in groups, read the blog, and then circle the
correct answers.
- Students show their answers on the board.

 Teacher –
whole class/
groups

- Teacher checks, corrects or gives feedback.
Answer:
1. Ken’s family
2. Ken’s mom
3. Ken’s dad
4. Ken’s dad
5. Ken’s dad

B-Grammar. (10’)
- Teacher asks students to list housework that Ken does every
day.
Suggested answer

 Teacher –
whole class/
individuals

I clean the kitchen every day.

He cleans the kitchen every day.

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- Teacher underlines the verbs, introduces and elicits the ways to
use present simple tense.
- Students follow the teacher, answer the teacher’s questions
- Teacher gives some more examples for students to change
subject pronouns and the verb forms
Ex: I do the dishes.
He……………………

Activity 1: fill in the blanks, using Present Simple tense.(b/10)
- Have students work in pairs; use the verbs given to fill in the
blanks in Present Simple tense.
- Teacher asks some pairs to show their answers.
Answer

 Teacher –
Students in
pairs

1. Do
2. Do
3. Cleans
4. Make
5. Does

6. Makes
- Ask some students to check the answers.
- Teacher checks again and gives feedback.
Wrap-up
Option 1: Change game
5’

- A student makes a sentence about the housework they do at
home.

 Teacher –
whole class/
individuals

- The next student says that sentence again (change the subject
pronoun), then adds a sentence about him / her.
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- The third student does the same as the previous one.
- Student who can’t make the chain loses the game.

Option 2: Speaking.

 Teacher –

- Students work in groups.

Students in

- Teacher gives out hand-out to groups, students list the

groups

housework they do at home.
- Some students share their ideas to the class.
- The winner will get 1 point for him / her.

Option 3: Watch an animation, list the types of housework which
they can see.
/>
Homework
Make your own blog: write about the housework you do at home.

UNIT 1: HOME
Lesson 2 – Grammar (p. 10)
I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills

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Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do the
shopping, do the dishes)
Grammar: Present simple – Wh- questions

 Students will be able to use Present Simple to talk about family members and housework.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Having responsibility for doing housework
- Developing the love for family
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III.

Procedures:

Time

Steps/Activities

Organization

Warm-up
Option 1: Blog sharing
- Some volunteer students share their blog to the class.
- Teacher and other students follow them, make questions if

 Teacher –
whole class/
individuals

necessary.

- Teacher gives feedback and gives marks.
5’
 TeacherOption 2: Re-matching

whole class/
individuals

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- Teacher shows a picture of types of houses together with the
words which are wrong, students have to rematch.
- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the
picture.
- One plus mark for the student having a correct answer.
- Teacher gives feedback, then leads to the new lesson.

New lesson
A-Grammar. (10’)
Activity 1: Listen & repeat a/ p. 10

 Teacher –
whole class/
individuals

- Teacher asks students to list housework that he / she does every
day.

Suggested answer
I clean the kitchen every day.
25’

He cleans the kitchen every day.
- Teacher underlines the verbs, introduces and elicits the ways to
use present simple tense.
- Students follows teacher, answer teacher’s questions
- Teacher gives some more examples for students to change
subject pronouns and the verb forms
Ex: I do the dishes.
He……………………

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Activity 2: fill in the blanks, using Present Simple tense.(b/10)
- Have students work in pairs; use the verbs given to fill in the
blanks in Present Simple tense.

 Teacher –
whole class/
pairs

- Teacher asks some pairs to show their answers.
Answer
1. Do
2. Do

3. Cleans
4. Make
5. Does
6. Makes
- Ask some students to check the answers.
- Teacher checks again and gives feedback.
Activity 3: Write sentences using the prompts
-

Have students to work in pairs, practice writing the whole
sentences using the prompts

-

 Teacher –

Some students who finish quickly go the board to write the

whole class/

answers.

pairs

Teacher checks and gives feedback.

Answer:
1. Joe’s mom
2. What housework does your sister do?
3. My dad does

4. Who does the shopping?
5. Mary’s brother.
6. What housework do they do?

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Suggested option
-

The answer may be put in the game “Who’s quicker?

-

Two students each turn, put one hand on the shoulder, after
teacher shows the question, student who has a faster clap
will answer the question

Wrap-up
Option 1: Speaking.

 Teacher –
whole class/

- Students work in groups.
- Use the same format of the letter in b / p. 10 to talk about the

groups

housework in the home.
- Some students share the story to the class.
- The winner will get 1 point for him / her.
5’

Option 2: watch an animation, list the types of housework appear
/>
 Teacher –
whole class/
individuals

Homework
Make your own blog; write about the housework your family
members and you do at home.

Lesson 2 – Pronunciation (p. 11)
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I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do the
shopping, do the dishes)
Grammar: Present simple – Wh- questions
Pronunciation: / ɪ / sound
 Students will be able to use Present Simple to talk about family members and housework.

b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Having responsibility for doing housework
- Developing the love for family
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III.

Procedures:

Time

Steps/Activities

Organization

Warm-up
Option 1: Singing
- Play video (The “Old McDonald” song) to warm up the
students.

 Teacher –
whole class/
individuals

5’ - Teacher and students sing along and greet together.

Option 2: What do you see?
- Teacher shows some pictures, then asks students to guess what
they see in it. (kitchen / living room/ dinner/ shopping/
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