GIÁO ÁN TIẾNG ANH 6 MỚI

Planning date: 27/08/2018

Period 1:
Introduction
Objectives: By the end of the lesson, Ss will be able to:
+ know the components of the textbook
+ know how to learn English
Teaching aids: Textbook
Procedure:
I.

The student’s book

The Student’s Book contains:
• the book map: Introducing the basics of each unit
• 12 topic-based Units, each covering 8 sections to be taught in seven 45minute lessons
• 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
II.

The components of each unit

There are 12 main units in the Student’s Book. Each unit has eight sections,
providing material for 7 classroom lessons of 45 minutes.
Section 1: Getting started: Presents the vocabulary and the grammar items
Section 2: A closer look 1: presents and practises the vocabulary and
pronunciation
Section 3: A closer look 2: deals with the main grammar point(s)
Section 4: Communication: helps students use the functional language in

everyday life contexts and consolidate what they have learned
in the previous sections
Section 5: Skills 1: comprises reading (receptive skill) and speaking
(productive skill).
Section 6: Skills 2: composes of listening (receptive skill) and writing
(productive skill).

1


Section 7: Looking back & Project: recycles the language from the
previous sections and links with the topics.

Planning date: 28/08/2018
Period 2:
Unit 1: My new school
Lesson 1: Getting started
Objectives: By the end of the lesson, Ss will be able to:
− be acquainted with the new school environment
− use the lexical items related to the topic ‘My new school’
− use the present simple and the present continuous
− talk about school objects and school activities
Language focus:
Vocabulary: School objects
Structure: present simple and the present continuous
Teaching aids: Textbook, projector, laptop
Procedure
Steps
Learning activities
Warm-up

Brainstorming
– Divide The class into 2 teams Cats and Dogs.
– Each member of a team will write one name of the
school object in turn. Which team writes more words
(5 ms)
correctly and faster will be the winner.
School bag

Modes

Whole class

School objects

Uniform
Ruler
- Lead Ss to the topic of the lesson.
Getting started 1. Listen and read
- Ss look at the picture on page 72 and answer some
questions:
- Who are Phong, Duy and Vy?
– What is Phong doing?
– What is Vy doing?
2

Whole class


15ms

– Why are they so happy?
- Ss look through the conversation before listening.
- Play the recording. Ss listen and read.
- Call on some pairs to practice the conversation in
front of the class.
1a. True/False statements
- Ss read the conversation again and decide which
sentences are true and which ones are false
- Check Ss’ answers:
Key: 1. T 2. T 3. F 4. T 5. F
1b. Finding the expression
- Tell Ss to refer back to the conversation to fi nd the
expressions.
- Have Ss practise saying them together (play the
recording again if necessary).
- Explain the meaning (or give synonyms) to Ss, then
give some examples.
Key:
1. used to express surprise (negative)
2. You’ll find out
3. used to invite sb in
4. used to say yes/ alright
1c. Role play
- Ask Ss to role-play the short conversations in pairs
- Ask SS to work in pairs and role-play the same
conversation.
- Give feedback

Doing

1. Matching

15ms

- Ask Ss to match the words with the school things.
- Play the recording, ask Ss to listen and repeat.
- Let thempractise saying the names of school things.
- Help explain the meaning if necessary.
(in pairs or in groups).
1 - b pencil sharpener 2 - e compass
3-j
schoolbag
4 - d rubber
5 - c calculator 6 - i pencil
case
7 - f notebook
8 - a bicycle
9 - g ruler
10 - h textbook
3

Pairs
Individuals

Individuals

Whole class

Pairs

Individuals

Whole class


Performing

9ms
Homework
1m
Period 3:

2. Writing a poem
- Play the recording. Let the whole class read the poem
with the right intonation and rhythm.
Pairs
- Ask questions to check Ss’ understanding of the
poem.
Individuals
- Have Ss work in pairs and write a poem about their
partner
- Ask Ss to read the poem aloud.
Out come: Look around the class
- Tell Ss to look around the class.
- Ask Ss what they see around them/ what they have
(point to each
Whole class
student): table, desks, noticeboard, pictures … .
- Let them practise the words, and make up sentences
with the words if there is time.

1. Write the poem in the notebook.
Whole class
2. Make 2 dialogues using the expressions in 1b.
Planning date: 28/08/2018
Unit 1: My new school
Lesson 2: A closer look 1

Objectives: By the end of the lesson, Ss will be able to:
• use the lexical items related to the topic ‘My new school’
• pronounce correctly the sounds /əʊ/ and /ʌ/ in isolation and in context
• use the combinations: to study, to have, to do, to play + Noun
Language focus:
Vocabulary: hi-tech robot, automatic dishwasher
Structure:
Teaching aids: Textbook, laptop, projector
Procedure
Steps
Learning activities
Warm up
Chatting
- Ask Ss to list all the verbs which can go with these
two words: BREAKFAST – MATH.
+ With ‘BREAKFAST’, the verbs that can go with are:
5ms
HAVE – EAT – GET – COOK – PREPARE – MAKE –
ENJOY, etc….
+ With ‘MATH’, the verbs that can go with are: HAVE–
DO – STUDY – LEARN – SOLVE – LOVE – LIKE –
4

Modes
Whole
class


Vocabulary

15ms

HATE, etc…
- Lead Ss to the topic of the lesson
1. Listen and repeat
- Play the recording and let Ss listen to the words. Play it
Whole
again with pauses for them to repeat each word. Correct
class
their pronunciation.
- Ss put the words in the columns. Then check their
answers
Pairs
play
have
do
study
football
school lunch
homework
physics
music
lessons

judo
English
games
Math
exercise
history
volleyball
Literature
aerobics
vocabulary
dinner
chores
science
an exam
2. Fill-in
Pairs
- Ss put the word in the box in each blank..
- Check Ss’ answers:
Key:

Pronunciation

15ms

1. homework
2. football
3. lessons
4. judo
5. science
4. Listen and chant

- Play the recording twice. First, allow Ss to listen and
repeat the chants sentence by sentence. Help them
recognize the two sounds. Let Ss practice the sounds
/əʊ/ and /ʌ/ together.
- Ss observe the T’s lip positions for these two sounds.
Then write the words in the columns.
- Check Ss’ answers:
Key:
Sound /əʊ/ : rode don't hope homework
post
Sound /ʌ/ : some Monday
month come on
5. Underlining
- Play the recording. Let Ss repeat sentence by by
sentence. Help them recognise the two sounds, then
underline them in the sentences.
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

Whole
class

Whole
class


Performing

9ms

Homework
1m

5. My brother is doing his homework.
6. He goes to the judo club every Sunday.
Outcome
- Ss read the words again and pay attention to the sounds
/ əʊ/ and /ʌ/
- Ss add some more words with the sounds əʊ/ and /ʌ/
- Correct their mistakes.
-Ss do exercises in the workbook

Whole
class

Whole
class

Planning date: 3/09/2017

Period 4:

Unit 1: My new
school
Lesson 3: A closer look 2
Objectives: By the end of the lesson, students can:
• use the present simple and present continuous tenses
• talk about school activities, subjects and what students do at school

Language focus:
Vocabulary: review
Structure: The present simple and present continuous tenses
6


Teaching aids: Textbook, projector, laptop
Steps
Learning activities
Warm up
Chatting
- Ask Ss some questions about their daily routine:
– What do you often do in the morning?
5ms
– What do you often do at school?
– What do you often do after school?
- Lead Ss to the topic of the lesson.
Grammar 1 The present simple tense
- T explains how the present simple tense is used and
how it is formed. Then let Ss read the examples in the
table.

Modes
Whole class

Whole class

15ms

1. Complete the conversation

- Ss read the open dialogue in pairs first. Then
complete it with the correct form of the verbs.
- Check Ss’ answers:
Key:
1. has 2. do you have
3. love 4. does Vy walk
5. ride 6. Teaches
7. doesn’t play
8. reads 9. go
10. Do
- Call some pairs to practice the conversation in front of
the class.
- T observes and helps when necessary (Correct Ss’
pronunciation & verb forms)
2. Mistake correction
- SS correct the sentences according to the information
7

Pairwork

Individuals


Grammar 2

in (1) above.
- Check Ss’ answers:
Key:
1. Duy lives near here.
2. Duy likes/loves his new school.

3. Vy and Duy ride to school.
4. Mr Quang teaches Duy English.
5. At break time, Phong reads in the library.
3. Interview
- Ss to take turns to ask questions and give answers.
- T goes round and corrects mistakes or gives help
when necessary.
Key:
1. Do you ride your bike to school?
2. Do you read in the library at the break time?
3. Do you like your new school?
4. So your friends go to school with you?
5. So you do your homework after school?
The present continuous:
4. Elicitation.
- SS listen to the conversation in Getting started.
- Ss to underline the present continuous form.
- T explains how the present continuous is used and
how it is formed.

Pair work

Whole class

15ms

5. Completion
- SS complete the sentences with the correct form of
the verbs.
- Check Ss’ answers:

8

Whole class


Performing
9ms

Key:
1.Am not playing
2.Are studying
3.Aren’t doing
4.Am having
5.Are riding
6. Multiple choices
- SS choose the correct tense of the verbs.
- Check Ss’ answers:
Key:
1.Are having
2.Wears
3.Starts
4.Is watching
5. are skipping
Outcome
- SS read Vy’s email to her friend and underline things
that often happen or are fixed.
Key:

- SS compare Vy’s first week with theirs.
Ex:

• Both Vy and I are having an interesting first week.
I wear my uniform every day, but Vy wears her uniform
9

Individuals

Individuals


Homework
1m

only on Mondays and Saturday.
- Ss do exercises B4, C2 and D1 ,2 in the workbook.

Whole class

Planning date: 05/09/2017

Period 5:

Unit 1: My new school
Lesson 4: Communication
Objectives: By the end of the lesson, Ss will be able to:
• use the lexical items related to the topic ‘My new school’
• ask appropriate questions when making new friends at a new school
• know what qualities a good friend should have
Language focus:
Vocabulary: pocket money, remember, share, help, classmate
Structure: The present simple tense.

Teaching aids: Textbook, laptop, projector
Procedure
Steps
Learning activities
Warm up
1. Game: ‘Are you my best friend?’
- T calls some pairs of close friends to go to the
board.
- T asks one of two SS some questions, he/she
writes down the answers on a paper, the other
speaks out the answers. If they are the same, it
means they really are good friends.
2. Extra Vocabulary (2 minutes)
- SS guess the meaning of the vocabulary:

Modes
Whole class

Whole class

15ms

3. Game: Making friends
10

Whole class


- Ask Ss how they often make friends, what they
often say when they first meet a new friends, what

questions they often ask, etc.
- Ss read and tick the questions.
- SS discuss in groups.
- T may ask why or why not they ticked this or that
question.
- Allow Ss some time to write questions on a piece
of paper, share them with the class or group.
Communication

15ms

Performing
14ms

2. Friendship quizz
a. Interview
- Ask Ss to give the qualities of a good friend in
class (adjectives). They can give as many words as
possible.
Example:
- Friendly
- Generous
- Helpful
- Cheerful
- Humorous
- Kind
- Reserved
- …
- Divide class into groups of 4 or 5. Ss take turns to
interview the other members, using the questions.

- Encourage Ss to give nice sentences about
friendship
Example:
“Friends are forever”
…
Outcome
- Choose some Ss to present to the class about their
good friends and why they are good friends (avoid
talking about someone who is considered "not a
good friend").
- Give feedback
- SS think of well-known quotes about friendship.
Suggested answers:
– Friends are forever.
11

Individuals
Group
Whole class

Whole class

Groups

Whole class


Homework
1m

– Friend in need is a friend indeed.
– “A friend is someone who knows all about you
and still loves you”. Elbert Hubbard
– “I would rather walk with a friend in the dark, than
alone in the light”. Helen Keller
– “What is a friend? A single soul dwelling in two
bodies”. Aristotle
…
- Ss write a short paragraph about their best friend
(his/her
appearance, qualities of a good friend that he/she
has)

Whole class

Planning date: 10/09/2017

Period 6:

Unit 1: My new school
Lesson 5: Skills 1
Objectives: By the end of the lesson, Ss will be able to:
• use the lexical items related to the topic ‘My new school’
• read for specific information about schools
• talk about different types of schools
• talk about the school that they like or don’t like and the reasons for that
Language focus:
Vocabulary: review
Structure:
Teaching aids: Textbook, English room

Procedure
Steps
Learning activities
12

Modes


Warm up
10ms

Reading

15ms

Typhoon game
- Divide the class ito 2 teams
– The game is ‘Typhoons’. There are 8 numbers: 4
questions, 1 luck, 1 bad luck and 2 typhoons. Answer
a question correctly, you will get 10 points.
Get a luck, you will get 10 points. Get 1 bad luck, you
will lose 10 points. Get a typhoon, you will lose all
the points.

- Lead Ss to the topic of the lesson.
1. Pre-task
- Ss look at the 3 pictures first. Encourage Ss to get
the details/ ideas of the picture. Then, Ss ask and
answer the questions provided.
- Check Ss’ answers.

2. Task-cycle
- Ss read the text quickly and check their ideas. Set a
strict time limit to ensure that Ss will read quickly for
the main information.
- Ask Ss to read the passages again, then find the
words in the passages.
- Help them to give the meaning of the words, or
explanations, or examples, or Vietnamese equivalent.
- Tell Ss to pay attention to the context of the words
1. boarding school (n. phr.): It is a boarding school.
Students study and live there.
2. surrounded (adj): The school is surrounded by
mountains and green fields.
3. international (adj): Vinabrita is an international
school. Students learn English with English speaking
teachers.
4. creative (adj): Some creative students do drawings
13

Whole class

Whole class

Whole class


and paintings in the art club.
Checking technique: Matching
boarding quốc tế
surrounded sáng tạo

international bao quanh
creative nội trú
3. Complete these sentences.
- Set a longer time limit for Ss to reread the text and
complete the sentences.
- Ask Ss to note where they found the information that
help them complete the sentences.
- Have Ss to compare their answer.
- Allow Ss to read in chorus once. Then call some
individuals to read aloud to the class. Check their
pronunciation and intonation.
- Check Ss’ answers:
1. boarding
2. Vinabrita
3. Australia
4. mountains
5. English speaking teachers
Speaking

10ms

- Ask Ss to refer back the three schools. Give the
background of the schools.
Background of the school:
PLC Sydney: an international school for girls from
kindergarten to year 12 in Sydney, Australia.
An Lac Lower Secondary School: a small school in a
mountainous region in Son Dong Dist, Bac Giang
Province.
Vinabrita School: an international school for from

year 1 to year 12 in Ha Noi.
- Ask Ss work in groups of 5, decide which school
among these 3 you like to go to and explain the
reasons why.
- Ask Ss to complete the table in their notebooks.

- T goes round and corrects mistakes or gives help
14

Whole class

Individuals

Whole class

Groups


Performing
9ms
Homework
1m

when necessary.
- Call some Ss to perform the task in front of the
class.
Outcome
- When Ss finish discussing, ask some Ss to speak in
front of the class, the class gives their comments on
their classmates’ content, pronunciation, fluency,

language (grammar, use of words, …)
- T helps the class give feedback.
- Ss work in groups of 6, think of your dream school.
What facilities do you want it to have? What does it
look like? Use the Internet or any kinds of materials
to illustrate your ideas.
- Prepare carefully for Skills 2.

15

Whole class

Whole class


Planning date: 11/09/2017

Period 7:

Unit 1: My new school
Lesson 6: Skills 2
Objectives: By the end of the lesson, Ss will be able to:
+ listen to get information about school activities
+ write about a webpage for their school, using correct punctuation.
Language focus:
Vocabulary: review
Structure: present simple and present continuous tenses
Teaching aids: Textbook, projector, laptop
Procedure
Steps

Learning activities
Modes
Warm up
Speaking
- Call on one or two Ss to talk abour their new school. Whole class
10ms
- T and other Ss give comments and interview.
- Lead Ss to the topic of the lesson.
Listening
1. Pre-task
- Ask SS to refer back to PLC Sydney by completing
Pairs
each gap with a suitable word or phrasal words.

15ms
- Give feedback.
Answer keys:
1. boarding
2. Vinabrita
3. Australia
4. mountains
5. English speaking teachers
- Introduce you Susie Brewer, a student from PLC
Sydney
2. Task-cycle
16


Writing

10ms

- Ask SS to listen to her telling about herself for the
first time to the pronunciation only.
- Ask SS to listen to the recording for the second time
to choose the correct option.
- Check Ss’ answers.
Key:1. A 2. A 3. B 4. B 5. A
3. Language analysis
- Remind Ss to use present simple tense to talk about
their school activities.
1. Pre-stage
- Tell the class the importance of punctuation marks.
- Allow some time for Ss to study the writing tip.
- Explain to them the new words and punctuation
marks.
1. Capital letters (n. phr.): start sentences, names,
days... (like C in Capital)
2. Comma (n): I like apples, oranges, and
bananas.
3. Full stop (n. phr.): Vinabrita is an international
school.
4. Question mark (n. phr.): Do you like English?
5. Exclamation mark (n. phr.): How nice your
school is!
6. Punctuation (n): dấu chấm câu
–> A good writing needs correct punctuation.
* Exercise 2 (P. 13)
- Ask Ss to correct the punctuation in the sentences in
their notebooks.

- Call five Ss to write the five sentences on the board.
- Let the class comment and check.
- Give feedback
Key:
1. School starts on the 5th September.
2. Does he live in Ha Noi?
3. I’m excited about the fi rst day of school.
4. Are you doing your homework?
5. We’re having an English lesson in class.
* Exercise 3(P. 13)
- Ask Ss to correct the passage and write the correct
version.
17

Whole class
Individuals

Whole class
Whole class

Individuals
Individuals
Whole class

Individuals
Whole class


Performing
9ms

Homework
1m

- Check SS’ answers
Key:
Hi. I’m Phong and I’m from Ho Chi Minh City. I
wear my uniform to school every day. My favourite
teacher is Mr Trung. He teaches me science.
2. Through-stage
- Allow Ss time to write a webpage for their school
Individuals
using the introductions on page 12 and questions in 4
on page 13.
Outcome (Post-stage)
- When Ss finish their webpage, ask some of them to
Whole class
talk about their school’s webpage to the class.
- The class gives their comments and corrections.
- Ss complete their school’s webpage.
Whole class
- Prepare carefully for Looking back.
Planning date: 13/09/2017

Period 8:

Unit 1: My new school
Lesson 7: Looking back
Objectives: By the end of the lesson, Ss will be able to:
+ review what Ss have learnt in Unit 1.
Language focus:

Vocabulary: review
Structure: review
Teaching aids: Textbook, Projector, laptop
Procedure
Steps
Learning activities
Warm up
Speaking
- Call on one or two Ss to talk abour their dream
10ms
school.
- T and other Ss give comments and interview.
- Lead Ss to the topic of the lesson.
Looking back Vocabulary
1. Writing (Ex1)
- Tell Ss to write the words that match the pictures.
18

Modes
Whole class

Individuals


15ms

- Correct the mistakes.
- Let them repeat the words.
- Check their pronunciation.
Key:

1. dictionary 2. uniform 3. pencil sharpener
4. notebook 5. compass 6. calculator
2. Matching (Ex2)
- Have SS match the words in column A with the
ones in column B.
- Check SS’ answer.
Key: 1. b 2. c 3. a 4.d
3. Listening (Ex2)
- Play the recording twice. Let Ss write the words in
the correct places.
- Check SS’ answers
- Give feedback.
Key:
* play: sport, badminton, music
* do: morning exercise, homework
* study: new words, geography
* have: English lessons, a new book
Grammar
3. The present simple tense.
- Ask Ss to complete the sentences with the present
simple tense
- Have SS compare their answers with their partner.
- Check Ss’ answers:
1. comes 2. don’t 3. walks 4. do 5. teaches 6.
play
- Focus Ss on the form and uses of the present simple
tense
4. The present progressive tense.
- Ask Ss complete the sentences with the present
progressive tense

- Check Ss’ answers;
1. are doing
2. are riding
3. Is … studying
4. is having
5. am walking 6. is teaching
- Focus Ss on the form and uses of the present
progressive tense.
5. Completion.
19

Individuals

Individuals
Whole class
Individuals

Individuals
Pairs
Whole class
Individuals
Whole class
Whole class


Project
10ms

Performing
9ms

Homework
1m

- Ask Ss complete the sentences with correct form of
the verbs in brackets.
- Check Ss’ answers;
1. lives 2. is
3. has
4. is walking
5. go
6. study 7. are working 8. loves
Communication
6. Matching
- Ask Ss to read the questions and answers once or
twice (they can read aloud), then match them. If there
is
time, have them write all the sentences in their
notebooks.
- Check SS’ answers
Key: b-g d-f e-a h-c
Finished!
- Finally, ask Ss to complete the self-assessment.
Identify any difficulties or weak areas and provide
further practices.
My dream school
- Show the class some more examples of different
types of school if possible.
- Divide the class into groups. Have them discuss
their dream school, using the pictures and their

imagination (SS prepared at home), then write about
it and illustrate their writing.
Outcome
- Select and show some good posters in front of the
class.
- The representative from each group will talk about
their project.
- Other Ss and T give the comments.
- Ss review what they have learnt in Unit 1 and
prepare carefully for Unit 2.

20

Individuals
Whole class

Individuals

Whole class
Individuals

Whole class
Groups

Whole class

Whole class


21

Planning date: 14/09/2016

Period 9:

Unit 2: My home
Lesson 1: Getting started
Objectives: By the end of the lesson, Ss will be able to:
• use the lexical items related to the topic ‘My home’
• use prepositions of place to describe the positions of furniture in the house
Language focus:
Vocabulary: apartment, centre,
Structure: Will for the future, might for future possibility
Teaching aids: Textbook, English room
Procedure
Steps
Learning activities
Modes
Warm up
‘Slap the board’
- Divide the class into 2 teams, Blue and Green.
Whole class
- Ask 6 members from each team will come here and
stand in two lines in front of the board. Be quiet and
5ms
listen to the questions carefully and slap the correct
answers as quickly as possible. Who is quicker and
get more correct answers will be the winner.
1. What is there behind you?

2. Where do you live?
3. Are there many rooms in your apartment?
4. Do you live with your grandparents?
5. Who do you live with?
6. Where is your kitchen?
Next to the
living room.

No, I don’t.

With my parents and
my younger brother.

22

My bookshelf


Yes, there are.

Getting
started

15ms

In an apartment.

- Ask Ss some questions about their houses:
- Lead Ss to the topic of the lesson.
1. Listen and read

- Ask Ss to look at the picture and answer some
questions:
+ What are Nick and Mi doing now? (They are talking
on Skype/ They are chatting via webcam/ etc.)
+ What might they talk about? (Ss’ answers)
- Ask Ss to look through the conversation before
listening.
- Play the recording. Ss listen and read.
- Call on some pairs to practice the conversation in
front of the class.
1a. Complete the table
- Ask SS to listen to the recording to tell which family
members Mi talks about.
- Play the recording
- Ask Ss to give the answers without reading the
conversation again.
- Ask Ss to read the conversation and check their
answers.
- Check SS’ answers.
Key:
Grandparents
Dad

Mum

Brother

Uncle
Aunt


Cousin

1b. Complete the sentences
- Ss read the conversation again and find the
appropriate information to complete the sentences.
23

Whole class

Pairs
Individuals

Individuals
Whole class

Individual


Doing

15ms

- Check Ss’ answers:
Key:
1. TV; sofa
2. Town house
3. sitting on the sofa
4. noisy
5. three
2. Matching

- Ask Ss to match the prepositions with the pictures on
page 17.
- Check Ss’ answers:
Key:
A. on
B. next to
C. behind
D. in
E. in front of
F. between
G. under
- Focus Ss on how to pronounce these prepositions and
their meanings.
3. Writing
- Ask Ss to write the sentences to describe each picture
on page 17 individually.
- Have SS share the sentences with a friend.
- Call on some Ss to write their answer on the board.
- Check the sentences with the whole class.
Key:
A The dog is on the chair
B The dog is next to the bowl.
C The cat is behind the TV.
D The cat is in the wardrobe.
E The dog is in front of the kennel.
F The cat is between the lamp and the sofa.
G The cat is under the table.
4. True/False statements
- Ask Ss to look at the picture of the room and and
write T or F for each sentence individually.

- Have Ss share their answers before giving the answer.
- Check SS’ answers.
Key:
1. F (The dog is between the bookshelf and the bed).
2. T
3. F (The clock is between the pictures).
4. F (The cat is in front of the kennel).
5. F (The cap is next to the pillow).
6. T
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Individuals

Whole class
Individuals
Pairs
Whole class

Individuals
Pairs
Whole class


Performing
9ms

Homework
1m

Answer the questions

- Ask Ss to look at the picture again and answer the
questions.
- Correct their answers
Key:
1. They are on the desk.
2. They are on the floor.
3. Yes, it is.
4. No, they aren’t.
5. It’s behind the bookshelf.
6. No, it isn’t.
- Write a paragraph about your home.
- Prepare next lesson
(A closer look 1)

Pairs

Whole class

Planning date: 14/9/2016

Period 9:

Unit 2: My home
Lesson 1: A closer look 1
Objectives: By the end of the lesson, Ss will be able to:
• use the lexical items related to the topic ‘My home’
• pronounce correctly the ending sounds /s/, /z/ and /iz/ in isolation and in context
Language focus:
Vocabulary: hall, attic, chest of drawers, air-conditioner , sink , cooker,
microwave, ceiling fan

Structure:
Teaching aids: Textbook, laptop, projector
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