Unit 4. My neighbourhood. Lesson 1. Getting started

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<b> TEACHING PLAN ( GRADE 6) </b>

<b> </b>

<b> UNIT 4 MY NEIGHBOURHOOD</b>
<b>Lesson 1 Getting started </b>
<b>A.Objectives:</b>

<i><b>1.Knowledge:</b></i>

By the end of the lesson, students can:

• use lexical items related to the topic ‘My neighbourhood’
• make suggestions

• ask for and show directions to somewhere

<i><b>2. Skills:</b></i>

<i>Test Ss /_{s grammar-vocab, listening, reading, and writing.}</i>
<i><b>3. Attitude: Teaching the Ss to be friendly with others.</b></i>
<b>B. The preparation of teacher & students:</b>

- Teacher: Text book, lesson plan, tape
-Students: English book

<b>C. Methods, techniques and ways of working :</b>

- Individual, T-WC, pair work, group work…
- Technical operations team coverlet

- Land and solve problems

<b>D. Procedures:</b>

*Class organization: Greeting + checking attendance

<b>Teacher’s and Ss’ activities</b> <b>Content</b>
<b>1. Warm up</b>

<b>*Chatting .</b>

Look at the picture and answer the T’s question:
T. asks and Ss answer .

?who are they

?where are the boys standing .
?what are they doing there.
?why are they seeing the map.

<b>2. Presentation</b>

Lead-in

-Teacher sets the scene by asking Ss about the
picture

-Have you ever got lost? Where and when?
How did you feel then? What did you do?
-Now, let’s have a look at this picture. They are
Nick, Khang and Phong.

Can you guess where they are? (Look at the
houses behind, the colorful lanterns in the
window …)

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– Look at Phong. He has a map. Do you think
they live here? What’s the matter with them? (
* Vocabulary.

-T. elicits words from Ss
-Model

-choral, individual repetition.
-write on the board .

-check : Rub out and remember

<b>Act 1.</b>

- T. asks Ss to guess the order of the actions.
- T. plays record and asks Ss to listen act 1
- Ss look at the book on P 38 and listen to the
conversation carefully.

T gets Ss to practice the dialogue chorally then
practice in groups

– So what really might be happening to the
three boys, Nick, Khang and Phong? Read the
statements and guess the order of the actions:

Ss listen and work in pairs to complete 1a. P 38.
Now listen to the dialogue and check your
predictions, right?

T gets Ss to practice the dialogue chorally then
practice in groups

T. asks Ss to refer back to the conversation to
find the phrases. – As you know, the three boys
are in Hoi An and they are discussing where to
go first. What do they say exactly? Let’s do
Exercise 1b.

Ss work in pairs to practice saying together.
T. encourages Ss to extend the conversation.

<b>3. Practice</b>
<b>Act 2.</b>

– What places are the boys going to visit during
their trip in Hoi An? – Well, I’m going to give
you a list of places in the neighbourhood.

T: Now think about where you live. Work in
pairs. Ask and answer questions about your
neighbourhood, using the words in Exercise 3.

<b>I.</b> <b>Vocabulary</b>

(to) lose : (explain) lạc (đường), mất

historic [his'tɔrik] : (translate)lịch sử
cross : (picture) băng qua
keep straight : (explain) đi thẳng
turn left # Turn right: rẽ trái # rẽ phải
(to) arrive :(example) đến

<b>1. Listen and read</b>

<i>a)Read and put the actions in order</i>

Guess:

Ss: ………..

Key: 2  5  3  4  1  6

<i>b) Making suggestions </i>

Key.

1. a. Where shall we go first?
b. Let’s go to “Chua Cau”
2. a. Shall we go there first?
b. OK, sure.

3. a. Shall we go by bicycle?
b. No, let’s walk there.

<b>2. Work in pairs. Role-play making</b>
<b>suggestions</b>

Ex;

A: What shall we do this afternoon?
B: Shall we play football?

A: Oh, sure.

<b>3. Match the places with the</b>
<b>picture</b>.

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First, model the role- play with a more able St.
Then ask pairs to role- play the short

conversations before demonstrating the class.

<b>Act 3. </b>

– You may know the places in your

neighbourhood quite well, but when you go to a
new town or a new city or even a new country,
it’s necessary to know how to ask for and give
directions tosomewhere

T: There are some instructions to give
directions. Match the instructions in the box
with the pictures, please.

- Ss look at the picture and match the places

with suitable words.

- T. plays record and correct the answer

<b>Act 4</b>.

-T models this activities with a more able Ss.
Ask Ss to work in pairs. Call some pairs to
practise in front of the class.

- Ss work in pairs. Ask and answer about the
place in the pictures

– Are you sure you can use all these
instructions quite well now? – Well, I would
like you to check yourselves by playing
‘Guessing Game’. That’s Exercise 6 in your
book.

<b>Act 5</b>.

Have Ss quickly match each instruction with the
diagram. Check their answer. Translation

( weak student) Ask some additional
questions( strong Students)

Demonstrate the game to the class first. Ask a
more able S to help. Then Ss play in pairs
Ss work in groups to match the instructions in

the box with the picture.

<b>5. Homework.</b>

- Learn by heart Vocabulary.

5. Art gallery 6. statue
7. Railway station 8. temple

<b>4. Think about where you live. </b>

Ex:

A: Is there a theatre in your
neighborhood?

B: Yes, there is./ No, There isn’t.

<b>5. Match the instructions in the box</b>
<b>with the picture</b>.

Key.

1. Go straight on

2. Turn left at the traffic lights
3. Go past the bus stop

4. Take the first turning on the left.
5. Go to the end of the road

6. Go along the street
7. Cross the street

<b>6. Game</b> : Give your partner

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