GA AV6HKII-2008-2009

LESSON PLAN
UNIT 9: THE BODY
Period: A1 + 2
I/ OBJECTIVES:
- Nouns to talk about parts of the body.
- Develop speaking skill.
II/ LANGUAGE CONTENTS:
- Grammar: - This/ That (review)
- Vocabulary: words relating to parts of the body.
III. TECHNIQUES:
- Question & answer
- Match
- Blackboard drill
IV/ TEACHING AIDS:
- Pictures, flash cards, cassette recorder + tape.
V. PROCEDURES:
1/ The previous lesson:
- Grammar: present progressive + present simple tense.
- Vocabulary: the road signs.
2/ The new lesson:
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
A1 + 2 Warm up Teacher shows student a picture of the body
Question – answer
What is the picture about?
 Parts of the body.
1
ENGLISH 6
UNIT 9: THE BODY
PERIOD OBJECTIVES LANGUAGE
CONTENTS

TECHNIQUES
1
A1  A2
Nouns to talk about parts
of the body
Develop speaking skill
Words relating to parts
of the body
This/ that (Review)
These / those
Question & answer
Match
Blackboard drill
2
A3  A5
Adjectives to describe
Physical Appearance
Develop listening skill &
speaking skill
Some adjectives
relating to physical
appearance.
Match
Question & answer
Listen and draw
3
B1
Face vocabulary
(Nouns and Adjectives) to
describe

Faces
Words relating to faces Question & answer
crossword puzzle
4
B2  B3
Adjectives of color to
describe features
What color…? Question & answer
5
B4  B6
Further practice in body
vocabulary to describe
people
Develop listening skill
Words relating to
describe people
Question & answer
Match
Rub out and
remember
2
Presentation
A1
Pre-teach
- Teacher speaks parts of the body in English
- Plays the tape once
- Teachers vocabulary
Hi
s
Head

Ches
t
Hi
s
Shoulders
Arms
Hands
Legs
Feet/ a foot
Hi
s
Finger
s
toes
* Students listen to the tape + repeat
* Rub out and remember
* Teacher labels the P of B picture as pre
teaching.
Uses techniques
* Rub out and remember the labels.
* Gets students to re-label the picture
* Teacher reads the imperative, beginning with
“Simon says …”, students will do it
* Simon Says:
- Simon says touch your head
Simon says touch your chest
Simon says touch your feet
Touch your shoulders!
Simon says touch your shoulders
Simon says touch your legs

Touch your head!
Touch your shoulders!
* Simon says touch your head
left hand
fingers
Touch your left foot!
Simon says touch your left foot
Right foot
Touch your head!
Touch your toes!
Simon says touch your toes.
3
A2
Consolidation
Picture drill
(A1 / p.96)
- Teacher explains the practice asking and
answering, noticing the use of “his”
- Teacher points each part of the body and
asks, students answer.
T: What’s that?
S: That’s his head
T: What are those?
S: Those are his shoulders.
- Students work in pairs
- Teacher chooses some pairs to perform in
front of the class.
- Students lock at the picture and use the
words to describe the parts of the body.
* Homework:

- Learn : vocabulary and structures
- Do A1 + 2 / P.13 workbook
- Prepare A3 + 4 + 5 + 6
4
PERIOD 2: A3 + 4 + 5
I/ OBJECTIVES:
- Adjectives to describe physical appearance
- Develop listening & speaking skill
II/ LANGUAGE CONTENTS:
- Grammar: Structure S + be + adjective
- Vocabulary: some adjectives reading to physical appearance
III/ TECHNIQUES:
- Question & answer
- Match
- Listen and draw
IV/ TEACHING AIDS:
- Pictures, flash cards, cassette recorder + tape
V/ PROCEDURES:
1/ The previous lesson:
- Students ask and answer about the parts of the body (using structure “What is/
are…?  This/ That is… These / Those are …)
- Vocabulary  part of the body.
2/ The new lesson:
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
A3
A4
Warm up
Presentation
Pre-teach

Practice
controlled
- Teacher shows 2 pictures (fat & thin) asks
students to describe 2 people (in Vietnamese)
Now, we learn how to describe a person
- Teacher uses the pictures to introduce new
words:
Tall # short
Fat # thin
Heavy # light
- Plays the tape twice, students listen and
repeat
- Helps students write the structure.
* Game: nougats and Crosses
Students make sentences
She’s tall …
Nougats and Crosses
Tall Big Fat
Small Thin Short
Quit Light Heavy
- T shows the pictures and asks the student to
make sentences, using new adjectives
- T/F repetition drill A4/p.98
5
S + be + adjective
A4
A5
Further
Practice
Pre-listening

/reading
While
listening/
reading
Post
listening /
reading
Consolidatio
n
Structure
* Teacher : Students
- Picture a) She’s thin _ She’s tall _ repeat_
repeat.
- Picture b) He’s thin _ He’s short. He’s
fat_silent_repeat_repeat.
- Picture c) He’s small. He’s tall. He’s heavy
_silent_repeat_repeat
- Picture d) She’s thin. She’s tall. She’s short.
She’s fat_silent_silent_repeat_repeat.
Predict
- A4/p.98
- Students fill in the adjectives for the people
in the picture a) – d)
- Students listen to the tape and write the order
(1, 2, 3, 4, 5) of the people describe.
- Teacher corrects them
Gird (with answer key)
Talk? Short? Fat? Thin?
a (thin, tall) (4)
b (short, fat) (3)

c (tall, fat) (2)
d (Short, fat) (1)
Teacher uses two pictures to introduce two
people: Chi and Tuan. Chi is a gymnast and
Tuan is a weightlifting
- Teacher new words:
Gymnast _ weight lifter strong # weak
- Plays the tape twice, student listen
- Calls some students to read the text and
correct their pronunciation.
- T/F exercise about Chi
Chi is short
She is thin
She is weak
- Review the structure S + be + adj
- Students describe their friends
- Do exercise A4 in workbook
- Homework:
+ Write 6 sentences to the describe the people in your family.
+ Learn vocabulary and structures
+ Do A3 in workbook
+ Prepare B1.
6
UNIT 9
PERIOD : 3 _ B1
SECTION B: FACES
I/ OBJECTIVES:
- Identifying and describing facial features
- Develop speaking and listening skills.
II/ LANGUAGE CONTENTS:

- Grammar: Structure S + have/has + (a/an) + adjective + N
- Vocabulary: words relating to faces.
III/ TECHNIQUES:
IV/ TEACHING AIDS:
- Pictures, flash cards, cassette recorder + tape
V/ PROCEDURES:
1/ The previous lesson:
- I give pictures or 4 people, ask 2 pupils to describe them.
- Checks vocabulary.
2/ The new lesson:
Unit 9: The Body
Section B _ Face B1
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
B1 Warm up
Presentation
Practice
controlled
Further
Pre-listening
/reading
While
listening/
- T shows the students a picture of the body.
- Students say part of it.
- T uses that picture to introduce the new
lesson: faces.
- T. techs’ new words: hair, eye (s), nose,
moth, ear (s), lip (s), tooth teeth (using picture)
- Students listen to the tape (2) and repeat

- Teacher models with a student
“What is this? / What are those?
It is a ………………/ They are ……………”
- Pair work
- Some pairs perform before class.
Questions – Answers.
- T. draws quickly 2 faces on the board (round-
oval) (hair: long-short). Are they different?
- T. teachers new words: round, oval, full #
thin, long # short (using pictures)
- Students listen and repeat after the tape.
7
reading
Post
listening /
reading
Repeat the
new words
Describe
- T. explains the structure:
He has a round face
She has full lips
- T. shows 6 large size pictures (p.100) and
asks student to label them
- T. gives 1 picture and asks students to choose
“T” or “F”

Their friends (using S + have/has + adj + N)
* Homework:
- Learn vocabulary and structure

- Do A1 + A2 in workbook
- Write sentences to describe your father, mother, sister, brother …
- Prepare B2 + 3
8
S + have/has + (a/an) + adj + N
He has an oval face
He has thin lips
He has short hair
UNIT 9
PERIOD 4
SECTION B: FACES (B2 + 3)
I/ OBJECTIVES:
- Learn the color to describe a person or thing.
- Practicing speaking and listening skills.
II/ LANGUAGE CONTENTS:
- Grammar: What color ………………………? It/ They are ……………………
- Vocabulary: adjectives or colors
III/ TECHNIQUES:
- Questions & answer
- Role play
IV/ TEACHING AIDS:
- Pictures, flash cards, cassette recorder + tape, colored pencils.
V/ PROCEDURES:
1/ The previous lesson:
- T gives a picture of a girl with long hair, a round face and full lips. Has students
ask and answer about the parts of the and describe her face.
2/ The new lesson:
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
B1 Warm up

Presentation
Practice
controlled
* Question - answers
- We have learnt how to describe a person’s
face. How do we know a person is a
Vietnamese or American? (Using Vietnamese).
- Today we learn about colors.
- T. uses colored pencils or paper to teach new
words: black # white, gray/ grey, red, orange,
yellow, green, blue, brown, pupils.
-T. plays the tape. Students listen repeat
- T. points the objects in class. Students give
their colors.
- T.explains the structure of “What colour …?”
- T. asks, students answer using atoll.
9
What color is her hair?
V S
It is black
S V Adj
What color are her eyes?
V S
They are brown
S V Adj
Free
Repeat the
new words
Describe
- Pair works (practicing asking and answering

what colour …? (Picture in p.101)
- Some pairs perform before class
- Students ask and answer about the colour of
their own things.
Question-answers
- What do you say to ask about colours in
singular, in plural?
“What color is …? It is + adj of colors
are They are
- Pair work: ask and answer about colours of
eyes and hair.
* Homework:
- Learn vocabulary and structure
- Make + sentences (asking and answering) with the structure “What colour …?”
- Prepare B4 + 5
10
LESSON PLAN
UNIT 9: THE BODY
PERIOD 5_SECTION B: FACES (B4 + 5 + 6)
I/ OBJECTIVES:
- Consolidating structures used to describe a person.
- Developing listening, speaking, reading and writing skills.
II/ LANGUAGE CONTENTS:
- Grammar: + consolidating
S + be + adj
S + have/has + adj + N
What colour
+ OR. Question (new)
III/ TECHNIQUES:
- Questions & answer

IV/ TEACHING AIDS:
- Pictures, cassette recorder + tape.
V/ PROCEDURES:
1/ The previous lesson:
- Students ask and answer about the colours.
2/ The new lesson:
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
B4
B5
Pre.listening/
reading
While
listening/
reading
Post
listening/
reading
Practice
- T. reintroduces Chi’s picture (p.98)
- Students talk about her.
- T. plays the tape twice. Students listening.
- Review the structure
S + has/have + adj + N
- Asks some students to read the text.
- Students do exercise True-False
1. Miss Chi is tall
2. Her face is round
3. She has short black hair
4. Her eyes aren’t brown

5. She has a small nose
6. Her lips are full and her teeth are
small.
- T. guides students how to do the task
- Students work in pair
- Some pair perform before the class
- Students ask and answer about their friends
- Students look at the four people and
11
Free
Pre.listening
While.listeni
ng
Post.listening
describe them
- T.explaints the listening task
- Plays the tape twice/ three times
Students listen and do the task
- T.asks students to give their answers.
- Corrects student’s answers.
1. c 3.d
2. a 4.b
- Review the structures
* What colour …?
* S + be + adj
* S + have/ has + adj + N
- T.shows 2 pictures: one man and one
woman. Students write the sentences to
describe them, using the above structures.
• Homework:

- Learn vocabulary and structures
- Do exercise B3 + 4 + 5 in work book
- Write 4 sentences to describe your mother/ father/ friend
- Prepare U.10 A1 + 2 +3
12
UNIT 10: STAYING HEALTHY
PERIODS OBJECTIVES LANGUAGE
CONTENTS
TECHNIQUES
1
A1 + 2 + 3
- Talking about how we
feel, using adj of physical
state.
- Developing listening &
speaking skills
- Some adjectives
relating physical state
- Match
- Question –
answer
- Picture real
2
(A3 ; A4)
A6
Reading a dialogue to
recognize polite offers and
requests with “What
would you like? “and” I’d
like some/ a ………/ to …………

- What would you like?
- How do you feel?
- I’d like some / to inf.
- Role play
- Predict dialogue
3
B3 + B5
Uncountable and plural
food and drink nouns,
polite requests “I’d like
some …” and polite offers
“what would you like?”
- Developing listening and
speaking and writing
skills.
Words relating to food
and drinks
- Find someone who
- Chain
- Crossword puzzle
- Rub out and
remember.
4
B1 + 2 + 3
- Some / any with there is/
there are, positive,
negative & yes/no
questions to talk about
food & drinks.
- Developing listening and

speaking skills.
- What is there to drink/
eat?
- There is some …
- Are there any …?
- There aren’t any …
- Words relating to food
& drink
- Match
- Question & answer
- Role play.
5
C1  C5
- Speaking about favorite
food & drink to contrast:
would you like …?
Developing speaking skill
- Words relating to
vegetables & drinks
- What is your favorite
food?
- What are these/ those?
- Match
- Question & answer
- Role play
13
UNIT 10: STAYING HEALTHY
SECTION A: HOW DO YOU FEEL?
PERIOD 1: A1; A2; A5
I/ OBJECTIVES:

- Talking about how we feel, using adjectives of physical state.
- Developing listening and speaking skills
II/ CONTENTS:
1. Language areas:
- Vocabulary: Some adjectives relating to physical state.
- Grammar and structures: How do/ does + S + feel? S + be/feel + Adj
2. Language skills: listening and speaking
3. Teaching aids: Tape & pictures
4. Techniques: ask & answer questions; role play; match; real picture
5. Procedures:
b. Review old lesson:
a. Look at 4 pictures on page 102. Choose the right flash card and stick behind them.
b. Write sentences to describe for each picture.
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
A1 Warm up
Presentation
Remember
T. introduces the situation of the statements
T. show pictures & plays the cassette recorder.
Ss listen to the tape; look at the pictures &
predict the meaning of the words through
match.
A
B
1. Thirsty
2. full
3. hungry
4. hot
5. cold

6. tired
a. laùnh
b. noựng
c. ủoựi
d. khaựt
e. meọt
f. no
T. corrects & gives meaning of the questions:
How do you feel? Express the feeling.
14
A2
A5
Presentation
Practice
Remember
Presentation
Consolidation
Home work
1. Some adj relating to physical states: hot;
cold; hungry; full; tired; thirsty.
2. Express the feeling:
How do you fell?
 I am/ fell + Adj
T asks Ss to work in pairs to describe the
people in picture with: How do you fell?
Ss do as directed
T. asks some pairs to practice in front of the
class.
How do/does + S + fell?
 S + be/ fell + Adj

T explains the request of the exercise: doing
the exercises by listening & match the name
with the right picture.
Ss listen to tape & look at the pictures (in 1
st

time)
Ss check their answer in 2
nd
time.
Some Ss give their answer in front of the
class.
T corrects and gives the key.
Huong d; Ba f; Phuong b; Nhan a
1. T. asks Ss about their feeling
2. T. uses some pictures, ask Ss to look at
& practice in pair about their feeling of
people in the picture.
3. Ss look at pictures, choose right flash
cards & stick behind them.
1. Learn vocabulary & grammar
2. Do exercises in work book.
3. Think about food & drink which
Ss use when they’re hungry or
thirsty.

15
UNIT 10: STAYING HEALTHY
PERIOD 2: A3; A4; A6
I/ OBJECTIVES:

- Ss read a dialogue to recognize polite offer & request with “What would you
like?” I’d like some/ to
II/ CONTENTS:
1. Language areas:
Structures: What would you like?  I’d like some/ to inf
How do you feel? (Review)
2. Language skills: listening and speaking skills
3. Teaching aids: Tape & pictures
4. Techniques: Role plays; predict dialogue
5. Procedures:
a. Review old lesson:
1. Some pairs of Ss practice: ask & answer about there feeling.
2. Write on the black board what they say & write some adj relating to physical
state.
b. New lesson:
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
A2 Warm up
Presentation
Controlled
practice
Further
practice
Remember
T introduces the situation of the dialogue
Ss listen to T
T. Plays the cassette recorder careful, notice
the structures
T. pretence vocabulary & structures: what
would you like?  I’d like some; juice;

noodles; a drink
Ss listen 7 repeat the dialogue.
T has some pairs of Ss play the role of Lan;
Nam; & Ba.
Ss practice: asking & answering about their
feeling, using polite offer & request
Orange juice; a drink; noodles
Want = would like = like
What would you like?  I’d like some/ a/ to
inf
A4 Warm up
Presentation
T asks some Ss about their feelings
T asks some Ss to practice asking &
answering about Nam, Lan, Ba
Ss do as directed, using structures: How do
you feel?
16
A6
Controlled
practice
Further
practice
Remember
What would you like?
Some pairs of Ss practice in front of the class
T checks & corrects.
Ss practice about their real feeling, using
polite offer & request.
T asks Ss to listen the tape twice, and repeat

with groups Ss do as directed
T guides Ss to use the cue words to make a
new dialogue with their partner
What do you want?
 I want some/ a/ to inf
What does he/ she want?
 He/ She wants …
- Do exercises in work book
- Learn vocabulary & grammar
- Think about food & drink you eat &
drink every day (côm, nöôùc, rau)
17
UNIT 10: STAYING HEALTHY
PERIOD 3:
SECTION B: FOOD AND DRINK
I/ OBJECTIVES:
- Uncountable & plural food & drink nouns, polite requests: I’d like some … &
polite offers “What would you like?”
- Developing listening, speaking & writing skills
II/ LANGUAGE CONTENTS:
1. Language areas:
Words relating to food & drinks
2. Language skills:
3. Teaching aids: Tape & pictures, real things.
4. Techniques: find someone who; crossword puzzled, rub out & remember.
5. Procedures:
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
B4
B5

Warm up
Presentation
Practice
Remember
Pre listening
While
listening
Post listening
Homework
- T asks some Ss about their feelings & about
their need of food or drink.
- T. shows the menu & read some more woks in
it
Ss repeat
T plays the tape
Ss listen to the tape & repeat
Ss practice the dialogue on the sample & the
menu
T encourages Ss to ask some more new food &
drink
Ss do as directed
Chicken (n)
Fish (n)
Bread (n)
T gives the pictures
Ss say the make of food & drink
T can give the demand of the exercises
Ss listen to the tape twice
T asks Ss to give the key. Ss listen the tape
again & check their answers: Nhan c; f Tuan: a;

f Huonh : e; g Mai: b; h
Do B4 (work book page 90)
Think about the situation of selling & buying at
the food store.
18
UNIT 10: STAYING HEALTHY
PERIOD 4: B1; B2; B3
I/ OBJECTIVES:
- Some / any with there is/ are; positive & negative.
- Yes/ no questions to talk about food & drink.
- Developing listening & speaking skills
II/ CONTENTS:
1. Language areas:
Structures: What is there to drink / eat?
There is some
Are there any --?
There aren’t any
Vocabulary: words relating to food & drink
2. Language skills: listening and speaking skills
3. Teaching aids: Tape & pictures, real things
4. Techniques: word square; question & answer; mapped dialogue
5. Procedures:
a. Review old lesson: Checking dictation
b. New lesson:
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
B1 Warm up
Presentation
Practice
Remember

T. shows pictures or real things to explain the
meaning of words.
Ss listen & look at things shown by T.
T plays the tape.
Ss give the meaning of the new words.
T checks & corrects
T asks Ss to practice in front of the class
Ss work in pairs with “what would you like?
 I’d like…
Apple (n) orange (n)
Banana (n) water (n) milk (n)
meat (n) vegetable (n)
B2 Presentation
Practice
Further
practice
T. introduces the situation & new words
Ss listen to the tape & repeat
Some pairs practice in front the class
T. shows the picture of food & drinks.
Ss practice asking & answering with “What’s
there for lunch/ dinner?
 There is …
T. corrects if there any mistakes.
1. What’s there for …?  There is some …
2. Is/ are there any …?
19
B3 Remember
Presentation
Practice

Consolidation
Homework
 Yes, there is/ are some …
 No, there is/ are not any …
T gives the request: read the dialogue, ask &
answer with “Is there any …?; Are they any
…?”
T notes: countable and uncountable nouns.
Some pairs of Ss practice in front of the class
T checks & corrects
Gap fill with some / a / an / any
Do exercises in workbook
Think of some kinds of vegetables you like
best
20
UNIT 10: STAYING HEALTHY
SECTION C: MY FAVORITE FOOD
PERIOD 5: C1; C2; C3; C4; C5
I/ OBJECTIVES:
- Speaking about favorite food & drink to contrast “would you like --? With “Do
you like…?”
- Developing listening & speaking skills
II/ CONTENTS:
1. Language areas:
Structures: What’s your favorite food?
What are these/ those? (Review)
Vocabulary: words relating to vegetable & drink
2. Language skills: listening and speaking skills
3. Teaching aids: Tape & pictures
4. Techniques: match; question & answer; role plays; chain games

5. Procedures:
a. Review old lesson: Check new words
b. New lesson:
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
C1 Warm up
Presentation
Remember
Presentation
Practice
Remember
Presentation
T. asks Ss to tell the name of food or drink
they know
T writes them on the black board.
Ss sails & add some more
T. introduces the new pictures & tries to
answer correctly.
Ss look at the pictures & try to answer
correctly
Ss work in pairs. Using with: What are these?
 They are…
What are those  They are …
New words: carrot; tomato; lettuce, potato;
bean; pea; cabbage; onion
T lets Ss listen to the tape, & repeat new
words.
Ss work in pairs on the sample: asking &
answering about the state of their own food.
Ss do as directed

T corrects the mistakes.
Favorite (adj); vegetables (n); like (v).
T. uses the same method of part C1 to
introduce the name of the drink
21
Remember
Consolidation
Homework
Ss listen to the tape & repeat.
Ss do as directed
Ss work in pairs: ask 7 answer their own drink
of state.
T. asks some pairs of Ss to practice in front of
the class.
Do you like?
What do you like?
T asks Ss to practice with structures in section
C.
Do exercises in work book
Prepare what you buy at the market (food &
drink)
22
UNIT 11: WHAT DO YOU EAT? (FORM: 6)
SECTIONS: A, B
PERIODS OBJECTIVES LANGUAGE
CONTENTS
TECHNIQUES
1
A1
- Quantifiers (a kilo of …

ete) and containers (a
bottle of … eat) to talk
about things people buy at
the store.
Vocabulary relating to
A1 structure:
A bottle/ packet/ box of
can/ bar/ tube
A kilo of …, haft a kilo
of…, a dozen…
- Role play
- Ask and
answer
2
(A2, A3)
Listening for specific
information about
quantities for food
shopping
Vocabulary relating to
A2, A3
Structure
Can I help you? I would
like …
How much …?
- Role play
- Matching
- Question and
answer
3

A4
To talk about quantities
for hopping
Vocabulary relating to
A4
Structure (review)
How much …?
How many …?
What do you want/
need?
- Reading
- Writing
4
B1 + 2 + 3
Further practice in offers
and requests for Food and
Drink using some, a, an
Vocabulary relating to
B1, B2, B3
Structure
What would you like for
…?
-Writing
-Role play
- Ask and answers
- Listening
5
B4, B5
Talking about prices for
food and drink with:

“How much is it?”
Vocabulary relating to
B4, B5
Structure
How much is …?
- Listening
- Ask and answers
6
(grammar
practice)
Further practice in like
and dislike (simple
present tense), count
ability, adjectives,
question words. presents
progressive, simple
present, quantifiers
Review: simple present
tense, a an some many
adj
Question words
Contrast: present
progressive tenses.
Gap filling
Question and answer
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UNIT 11: WHAT DO YOU EAT?
Period 1: SECTION A: AT THE STORE (A1)
I/ OBJECTIVES:
Help student know how to communicate when buy food everyday

Talk about the quantifiers
II/ LANGUAGE CONTENTS:
Grammar: a bottle/ a packet/ a box
A can/ a kilo/ a dozen of
Half kilo
Vocabulary: words relating to A.1
III/ TECHNIQUES:
- Role plays
- Ask and answers
IV/ TEACHING AIDS:
Cassette player, cassette, picture, flashcards.
V/ PROCEDURES:
1. The previous lesson:
2. The new lesson: AT THE STORE (A1)
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
A1 1. Pre-listening
and repeating
Warm up
2. While
Listening and
repeating
3. Post
Listening and
repeating
Teacher asks Ss to look at the picture on page
114 and asks a student
Where’s Mrs. Vui student
Answer the question
Guides to look at the picture and asks

students the meaning of new words and
structures
Ex: bottle, cooking oil
A bottle of cooking oil
A packet of tea-a box of chocolate
A kilo of rice
Plays the tape twice and asks Ss to listen ands
repeat
Asks the students to tape role plays with new
words.
I corrects
• Remember: notice the new words
3. Consolidation: practicing with containers
4. Homework: do the exercises A1, A2, A3, A4 in the workbook.
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UNIT 11: WHAT DO YOU EAT?
Period 1: SECTION A: AT THE STORE (A2 – A3)
I/ OBJECTIVES:
Listening for specific information about quantities for food shopping
II/ LANGUAGE CONTENTS:
Grammar: structure how much – do you want? How many _ do you
want?
Can help you? I would like …
Vocabulary: relating to A.2, A3
III/ TECHNIQUES:
- Listening
- Role plays
- Matching
- Ask and answers
IV/ TEACHING AIDS:

- Pictures, cassette recorder and tape
V/ PROCEDURES:
5. The previous lesson:
6. The new lesson: AT THE STORE (A2 – A3)
SECTION STEPS TECHNIQUES & CONTENT DRAWING
EXPERIENCE
A2
A3
1. Pre-listening
and repeating
Warm up
2. While
Listening and
repeating
3. Post
Listening and
repeating
Teacher asks Ss to look at the picture on page
116 and asks a student
Where’s Ba student (or what does he want?)
Students answer the question
Guides to look at the picture and asks
students the meaning of new words and
structures
Ex: beef (n), gram (n)
How much – do you want?
How many – do you want?
Explains how to use how many and how much

Ss listen to the tape twice then ask the

students to repeat after the tape.
Role play
I ask the students to read the questions in the
book (page 116) then ask the students answer
these questions.
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