Giao an Anh 6 HKI

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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 1 Period: 2 Teaching day:……….
Unit 1: GREETINGS Lesson 1: A1-4 (P10-11)

Aims: Help students practice “Hi / Hello, I’m…. / My name’s… “ to introduce yourself &
number 0-5.

Objectives: By the end of the lesson, students will be able to use “Hi / Hello, I’m…. / My
name’s…“ to introduce themselves & number 0-5.

Teaching aids: Wordcards.

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

5’

10’
10’

10’

*PRESENTATION
Pre-teach

Hi = Hello My name is………..

I am……….
Dialogue Build

a. Lan: Hi! I’m [Lan]
Nga: Hi! I’m [Nga]
b. Ba: Hello! I’m [Ba]
Nam: Hello! I’m [Nam]
*PRACTICE: A4 – P11
*PRESENTATION
Pre - teach

Oh = 0 Two = 2 Four = 4
One = 1 Three=3 Five = 5
Rub out and Remember

Slap the board
*PRACTICE
Dictation

-Three, five, four, oh, two, one
-Four–five–three, three–two-oh,
three-five-two, three-two-five-one
Word Cue Drill

EX: S1: Quang Ninh , please!
S2: Oh – three – three
*PRACTICE:

Guessing Games:

EX: S1: Oh-three-three? S2:Yes!

-Use the picture and
situation to introduce
new words.

-Elicits the dialogue.
-Reads in model.
-Gives feedback.

-Introduces the
number by using
examples.

-Write them on BB
-Check vocabulary
-Guides how to play.

-Read these numbers
clearly.

-Correct their
mistakes.

-Ticks the card on
BB.

-Gives examples and
modelling.

Guides & gives the
examples.

-Listen

-Repeat in chorus and
individual.

-Copy down.
-Listen & repeat.
-Practice in closed
pairs.

-Practise in open
pairs.

-Listen & repeat.
-Copy down.

-Say the numbers &
write.

-Play game in groups

-Write 3, 5, 4, …
453, 321,…in paper.
-Write the numbers
on BB.

-Repeat.

Practice in pairs
-Use the Word Cue
Drill to practice
based on the example
exchange

2
5
1

Quang Ninh

033 Hue<sub>054</sub> Ha Noi<sub>04</sub>
Da Nang

0511

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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 1 Period: 3 Teaching day: ……….
Unit 1: (Cont) Lesson 2 A5-8 (P12-13)

Aims: Help Ss practise “How are you? I’m fine, thanks” to greet each other & numbers
6  10

Objective: By the end of the lesson, Ss will be able to use “How are you? I’m fine, thanks”
to greet each other & numbers 6 10

Teaching aids: Wordcards

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

10’

10’
5’

10’

*PRESENTATION
Pre-teach:

Fine, thanks, Miss, Mr

Rub out & Remember dialogue
A5 P12

Model sentences

How are you? I’m fine, thanks!

*PRACTICE:

A6 &A7 (P12-13)
*REVITION: Jumbled words
wto = two rofu = four
atrhe = three eno = one
ifev = five ho = oh
*PRESENTATION

Pre-teach:

Six = 6 Eight = 8 Ten = 10
Seven = 7 Nice = 9
Matching

Six
Seven

Eight
Nice
Ten
*PRACTICE
Dictation

820 0294 856 5656 7683045
9504432 510 518

Wordsquare

Five, two, eight, six

One, seven, six
Nice, ten, four, one

-Elicits by examples
& situation

-Write words on BB
-Writes the dialogue
on BB

-Gives model
sentences

-Writes jumbled
words on BB &guides

-Corrects their
mistake

-Introduces by
situations &examples

-Write the numbers &
words on BB

-Guides & gives
examples

-Let Ss matching
-Tell Ss to listen and

write down these
telephone numbers
-Ticks the

wordsquare on BB
-Guides & gives
examples

-Listen & repeat in
chorus & individual
-Copy down

-Practice in closed
pairs

-Practise in open
pairs

-1 or 2 Ss go the BB
-Write the correct
words

-Listen & repeat
-Copy down
-Look at the BB
Practice matching

-Listen & write down
the telephone

numbers

-Look the wordsquare
-Finds the words in
horizontal, vertical,
diagonal, backwards
6

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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 2 Period: 4 Teaching day: ……….
Unit 1: (Cont) Lesson 3 B1 (P14-16)

Aims: Help Ss practise ”Good morning/afternoon…” to greet each other, “We’re…” to talk
about “us” and numbers 11-15.

Objectives: By the end of the lesson, Ss will be able to use what they’ve learned.

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*PRESENTATION
Pre-teach: B1-2 (P14-15)

Goodmorning / afternoon /evening
Good night

Good bye / Bye
Children

Presentation Dialogue B3 (P15)
*PRACTICE:

Picture Drill

EX: S1: Good [morning]
S2: Good [morning]
Written exercise: B4 (P16)
*PRESENTATION

Pre-teach

Eleven=11 twelve=12 thirteen=13
Fourteen =14 fifteen = 15
*PRACTICE

Picture Drill

EX: S1: Seven and eight?
S2: Fifteen

*FURTHER PRACTICE:
Ordering Vocabulary:

Six, twelve, two, five, thirteen, oh,
eight, eleven, four, fourteen, ten,

seven, fifteen, one, three, nice

-Elicits by examples
& situation

-Write words on BB
-Reads the dialogue
-Shows the pictures
-Guides Ss to practice

-Gives example
exchange on BB
-Lets Ss do exercise
B4

-Elicits by examples
& situation

-Write words on BB
-Write these on BB
-Guides Ss to practice
-Gives example
-Read these numbers

-Listen & repeat in
chorus & individual
-Copy down

-Listen

-Practise the structure
by the pictures

-Practise in closed
pairs

-Practise in open
pairs

-Complete the
dialogue

-Listen & repeat
-Copy down

-Read & do exercises
-Practise in pairs

-Write numbers 0-15
in their notebooks
-Listen & put order
the numbers

7 : 00

18:00

14:00

22:00

7+8

6+8 4+1

10+2 5+6

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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 2 Period: 5 Teaching day: ……….
Unit 1: (Cont) Lesson 4 C1-4 (P17-19)

Aims: Help Ss practise “How old are you?” to talk about age & contrast with “How are
you”, and number 16-10

Objectives: After the lesson, Ss will be able to use “How old are you?” to talk about age
Teaching aids: Pictures

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*PRESENTAION:
Pre-teach C1 –2 (P17)

Sixteen = 16 Nineteen = 19
Seventeen = 17 Twenty = 20
Eighteen = 18

*PRACTICE:
Pelmanism:

Slap the board

*FURTHER PRACTICE
Bingo: C5 (P19)

Numbers 0-20
*PRENSENTATION

Presentation Dialogue C3 (P18)
Model Sentences

-How old are you? -I’m [eleven]
*PRACTICE

Picture Drill

EX: Ss1: How old are you?
Ss2: I’m[twelve / twenty / …]
Word Cue Drill

C4 (P19)

-Introduce number by
situations &example

-Models & writes
them on BB

-Shows the pictures
on BB

-Guides Ss how to do

-Writes the numbers
on BB

-Guides Ss how to do
-Asks Ss to remind
the numbers

-Reads: 10 7 19 15
20 6 8 1 4 11 14 2
03 16 5 17 12 18
13 9

-Contrasts “How old
are you? With How
are you?”

-Ticks the pictures on
the BB

-Lets Ss reread the
numbers

-Gives the structures
on the BB

-Models

-Listen & repeat in
chorus & individual
-Copy down

-See pictures
-Practise

-Divide into 2 groups
-Play the game
-Choose 5 any
numbers & writes on
the papers

-Reread the numbers
-Practise in closed
pairs

-Practise in open
pairs

Seventeen 16
Sixteen 17

1
5

5 <sub>1</sub>

1
7
1

1
9
2

9 <sub>1</sub>

12
19

13 15

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School:……… Teacher:
……….Class: 6

Week: 2 Period: 6 Teaching day: ……….

Unit 1: (Cont) Lesson 5 P19

Aims: -Further practice in numbers 1-20 to count & give telephone numbers.
-Help students practise more

Objective: By the end of the lesson, Ss will be able to count & give the telephone numbers.
Teaching aids: Wordcards

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*FURTHER PRACTICE:
Pelmanism

Jumbled words

Tgieh = ytwnet =
Treniteh = etrenouf =
Lewtev = eevsn =
Neelve = ientenen =
Bingo C5 (P19)

Numbers 0-20

Dictation and Picture Cue Drill
04 821 4076 054 845 832
091 34 33565 0511 82 66 99
08 557 1313 0240 853 199
EX: What’s your numbers?
[oh-five-one-one, eight-two,
six-six, nice-nice]

*PRODUCTION:
Survey

Name Telephone number
Hoa 033 612 300

Example Exchange:
S1: What’s your name?
S2: [Hoa]

S1: What’s your number?
S2: [033 612 300]

-Use the cards from
lesson 4

-Writes these words
on BB

-Guides how to do
-Reads:10 7 19 15 20
6 8 1 4 11 14 2 0 3 16
5 17 12 18 13 9
-Reads these
telephone numbers
clearly

-Gives the example
on the BB

-Draws the table on
the BB

-Guides how to fill in
the information

-Gives the model
sentences

-Practise

-Writes the correct
words

-Choose 5 numbers
-Writes the telephone
numbers

-Practise
-Copy down

-Introduce & fill in
the blanks

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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 2 Period: 7 Teaching day: ……….
Unit 2: AT SCHOOL Lesson 1 A1-4 (P20-22)

Aims: Help Ss practise classroom imperatives to understand the teacher’s commands.
Objectives: By the end of the lesson, Ss will be able to understand the teacher’s commands
by classroom imperatives.

Teaching aids: Wordcards, Realia

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*REVISION:
Noughts & Crosses

9 - 5 20 – 7 10 + 2
17 + 1 6 + 5 8 : 4

3 - 3 6 x 3 5 + 3
*PRESENTATION:

Pre-teach:
-(to) come in

-(to) sit down # (to) stand up
-(to) open your book # (to)close..
Slap the board

Presentation Text: A1 (P20)
*PRACTICE:

Matching: A2 (P91)
Mime Drill

Simon Says: A3 (P22)
*FURTHER PRACTICE:
Mapped Dialogue:

Miss Hoa Children
……..morning!

How…..?
Fine…Sit 

Open your

…….morning,
Miss Hoa!
We’re…How…?
Yes, Miss!
Yes, Miss!
Example Exchange

-Guides how to play
-Draws the table on
the BB

-Uses the pictures,
exam, mime, to
present new words
-Models

-Writes

-Writes the on the
BB

-Guides how to play
-Says the words in
English.

-Present the text
-Mimes these
commands
-Says these
commands

-Shows the mapped
dialogue on the BB
-Guides how to
complete the
dialogue

-Gives example

-Play the game
-Divide class into 2
groups

-Give the words
-Repeat in chorus

and individual
-Divide class into 2
groups

-Slap the board

-Practise

-Complete the
dialogue

-Practise in pairs
Ði

vào

Đứng
lên
Mở sách ra

Đóng sách lại

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Week: 3 Period: 8 Teaching day: ……….
Unit 2: (Cont) Lesson 2 B1-2 (P23-24)

Aims: Help Ss practise “Where do you live?” question & answer to talk about the places
you live.

Objectives: By the end of the lesson, Ss will be able to use “Where do you live?” question
& answer to talk about the places.

Teaching aids: Wordcards, pictures.

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*PRIVISION
Simon says

*PRESENTATION

Pre-teach Matching
(to) live Hue
(in) a house

(on) a street
(in) a city

Presentation Dialogue B1 (P23)
Model Sentences

A: Where do you live?
B: I live on Tran Phu Street
*PRACTICE

Word Cue Drill

Example Exchange:
S1: Where do you live?

S2: On [Le Loi Street] in [HCMC]
*PRODUCTION

Survey (Ask & fill in information
about three others)

Name Street City

*HOMEWORK

-Says the commands
-Introduces new
words

-Writes words on the
board.

-Writes words &
pictures on BB
-Presents dialogue &
give model sentences

-Shows some word
cues & guides to drill
-Models

-Gives examples

-Draw the table on

-Guides how to fill in
information

-Gives examples

-Practise

-Listen & repeat
-Copy down

-Match words in the
left column with ones
in the right column
-Practise the dialogue
& model sentences in
pairs.

-Repeat words
-Repeat

Practise in pairs

-Copy down

Each students asks &
fill in information
about others

<b>LESSON PLAN</b>

a city Le Loi Street

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……….Class: 6

Week: 3 Period: 9 Teaching day: ……….
Unit 2: (Cont) Lesson 3 B3-4 (P24–25)

Aims: Help Ss practise “What’s your name?” & “How do you spell it?” with the alphabet
(a - z) to talk about students’ name

Objectives: By the end of the lesson, Ss will be able to use “What’s your name?” & “ How
do you spell it?”

Teaching aids: Pictures

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*PRIVISION

Write-it-up (Survey from L2)
*PRESENTATION

A B C D E F G H I J K L
M N O P Q R S T U V W X
Y Z

Shark Attack
(house) _ _ _ _ _
(street) _ _ _ _ _ _

(open) _ _ _ _
(close) _ _ _ _ _
(goodbye) _ _ _ _ _ _ _
Bingo

Fill in any 9 letters from the
alphabet

Rub out & Remember Dialogue
B4 (P25)

Model Sentences
-What’s your name?
-How do you spell it?
*PRACTICE

Word Cue Drill
Example Exchange
S1: What’s your name?
S2: [Gives real name]
S1: How do you spell it?
S2: [Gives real spelling]
*HOMEWORK

-Reviews the lesson
-Teaches the alphabet
-Models

-Writes on the BB
-Guides the games

-Draw the pictures
-Gives the lines
-Reads: a e i o u x z b
g w l q s t y m c r x f
d j n k h p v

-Guides

-Gives the model
sentences

-Gives some word
cues & examples
-Models

-Gives example
exchange

-Guides to practise

-Listen & Repeat
-Copy down

-Divide into 2 groups

-Choose any 9 letters
-Listen & fill in

-Listen & Repeat
-Practise in pairs

-Ss write their own
names on cards to
make the cues for the
drill

-Practise in pairs

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Week: 4 Period: 10 Teaching day: ……….
Unit 2: (Cont) Lesson 4 B4-6 (P25)

Aims: Further practice in personal information, alphabet and numbers

Objectives: By the end of the lesson, Ss will be able to talk about personal information,
alphabet and numbers

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*FURTHER PRACTISE
Slap the board

Shark Attack

(morning)
(sit/down) /
(eight)
(night)

-Written Exercise B5 (P25)
Lucky numbers

1. How old are you?
2. LUCKY NUMBER!
3. Where do you live?
4. What’s your name?
5. LUCKY NUMBER!
6. How do you spell you

name?

7. What’s the name of your
city? How do you spell it?
8. LUCKY NUMBER!
9. What’s your street’s name?

How do you spell it?
10. How are you?
Noughts & Cross

Lan 12 Street

H-O-A-I

Fine,thanks 13
Hue Thuong VietNam
EX: S1: What’s your name?
S2: Lan

etc

-Guides the games
-Reads the alphabet

-Draws the picture
-Gives the cue lines
-Gives the instruction
clearly

-Gives the questions
-Draws the table
-Guides how to play
Lucky Numbers
-Divides class into 2
groups, each group
chooses 1 questions
& answers it

-Draws the table on
BB

-Guides how to do
-Gives examples

-Divides into 2
groups

-Listen & slap the
letter on BB
-Listen

-Guess the words

-Answer the question
-See the table

-Choose the any
numbers, listen the
questions & answer
them.

-Copy down
-Divides into 2
groups

<b>LESSON PLAN</b>

u f o

g
y

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……….Class: 6

Week: 4 Period: 11 Teaching day: ……….
Unit 2: (Cont) Lesson 5 C1 (P26-27)

Aims: Help Ss practise “This/That” positive statements & YES/NO questions to talk about
people & things at school

Objectives: After the lesson, Ss will be able to use “This/That” positive statements &
YES/NO questions

Teaching aids: Wordcards, Pictures

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*REVISON
Jumpled Words

veeingn= evening eshuo=house
lleho = hello teethirn=thirteen
treets = street mnea=name
yict = city ndstapu = stand

*PRESENTATION

Pre-teach Matching
Student trường học
Teacher cái bàn học
School học sinh
Class thầy, cô giáo
Desk lớp học
Presentation C1 (P26-27)
Model Sentences

This is
That is

my desk

school
Is this your class?

 Yes it is / No, it isn’t

*PRACTICE

Picture Drill (P26-27)
Example Exchange
S1: Is that your school?
S2: No, it isn’t

Realia Drill

Example Exchange
S1: Is this your [desk]?
S2: Yes, it is

-Puts the jumbled
words on the cards
-Ticks them on BB
Calls 2 students to go
to the BB

-Presents new words
-Models (3 times)
-Write words on BB

-Presents the dialogue
-Gives the model
sentences on BB
-Explain form, usage,
meaning,…

-Gives how to answer

-Uses the pictures
P26-27 again

-Supplies the example
exchange

-Shows the real
things in class room
-Models

-Gives examples

-See the jumbled
words

-Go to the BB& write
the correct words

-Listen

-Repeat in chorus &
individual

-Copy down

-Listen
-Repeat
-Copy down
-Practise in pairs
individual

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Week: 4 Period: 12 Teaching day: ……….
Unit 2: (Cont) Lesson 6 C2-4 (P28-29)

Aims: Help Ss practise “What’s this/that?” “It’s a/an…” to talk about things in classroom
Objectives: By the end of the lesson, Ss will be able to use “What’s this/that?” “It’s
a/an…” to talk about things in classroom

Teaching aids: Realia

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*PRESENTATION
Dialogue Build

EX: Class: What’s this?
Teacher: It’s a door

Class: How do you spell it?
Teacher: D - O - O – R

Picture Drill to Pre-teach Vocabulary
a door a pen

a window a ruler
a board a school bag
a clock an eraser
a pencil a waste basket
*PRACTCE

Wordsquare

W P E N S C E x

O E D D C L R D

D N E O H O A R

N C S O O C S A

I I K R O K E O

W L R U L E R B

*FURTHER PRACTICE
Lucky number

1.How do you spell “DESK”?
2. How do you spell

“CLASSROOM”?
3.LUCKY NUMBER!

4. How do you spell “CLOOK”?
5. How do you spell “PENCIL”?
6.How do you spell “RULER“?
7.LUCKY NUMBER!

8.How do you spell “ERASER”?
9. LUCKY NUMBER!

10. How do you spell
“WINDOW”?

-Uses pictures to
present dialogue
-Uses this dialogue to
elicit & present new
words

-Models (3times)
-Writes words on BB

-Puts the wordsquare
on the card

-Ticks it on BB

-Give the topic of the
words & the amount
of words

-Divides the class
into 2 groups
-Draws the number
table on BB

-Guides how to play

-Practise spelling the
vocabulary

-Listen

-Repeat in chorus and
individual

-Copy down

-Work in pairs to find
the words in

wordsquare

-Write the words that
to find on the table,
the group has the
amount of words

more in winner
-Divide into 2 groups
-Answer the

questions by practice
spelling the

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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 2 Period: 13 Teaching day: ……….
Unit 3: AT SCHOOL Lesson 1 A1-2 (P30-31)

Aims: Help Ss practise “WH” questions with (This/That)These/Those and living room
vocabulary to talk about things in the house

Objectives: After the lesson, students can use ”WH” questions with “This/ That/ These/
Those” and living room vocabulary

Teaching aids: Pictures, wordcards

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*PRESENTATION
Pre-teach A1 (P31)

Matching
A lamp

A bookshelf
A chair
A couch
An arm chair
A table
A clock
A stool

*VOCABULARY PRACTICE
Slap the board/ What & Where
A bookshelf A stool
An armchair A lamp
The living room A TV
A telephone A stereo
*PRESENTATION

Model sentences

What’s this?  It’ a table

that? chair
What are these?They are tables

those? Chairs
*PRACTICE

Picture Drill A2 (P31)
S1: What’s this?
S2: It’s a…

S1: What are those?
S2: They are…

-Introduces new
words by pictures
-Writes words &
draws pictures on the
board.

-Asks Ss to match the
words with the
pictures

-Models (3 times)
-Writes the words
-Write the words on
BB

-Guides how to do the
game

-Presents the text A2
-Supplies the models
sentences

-Explains how to use
& meaning

-Uses pictures A2

(P31)

-Guides Ss to practise
with partner

-See the pictures to
give words

-Match the words &
pictures to indicate
the meaning of words

Repeat in chorus and
individual

-Copy down
-See and listen
-Practise in groups

-Practise
-Listen

-Practise in pairs
-Copy down
-Give the words of
the things

</div>
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<b>LESSON PLAN</b>

School:……… Teacher:

……….Class: 6

Week: 5 Period: 14 Teaching day: ……….
Unit 3: (Cont) Lesson 2 A3-4 (P32-34)

Aims: Help Ss practise in family vocabulary, possessive pronouns “my, your, her, his” and
“Who’s this/that?” questions to talk about family members

Objectives: By the end of the lesson, Ss will be able to use vocabulary, possessive
pronouns and “Who’s this/that?” questions

Teaching aids: Wordcards

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*REVISION: Noughts & Crosses
*PRESENTATION

Pre-teach

My your family
His our father/ mother
Her their brother / sister
Presentation Text

Dialogue Build

S1:Who’s that? What’s her name?
S2:It’s his mother Her name’s Nga
*PRACTICE

Word Cue Drill:

Nga (35) Lan (40) Ba (45)
Ex: S1: Who’s that?

S2: That’s his father/mother
S1:What’s his name/her name?
S2: His/her name’s Ba/Lan
*PRODUCTION

Describe and Draw

S1: Who’s this? What’s his/her
name? How old is he/she?
S2: It’s my… His/her name’s…
He’s/She’s [age]

<b>Name</b> Tam Lan Na Tuan

<b>Age</b> 55 7 18 13

Homework

Get Ss to practise dice for
tomorrow’s SNAKES and
LADDERS lesson (See P35)

-Reviews vocabulary
-Presents new words

-Models (5times)
-Writes them on BB
-Presents the text
-Gives the dialogue
by grid

-Shows some word
cues & guides for
drill

-Gives example
exchange

-Describes the person
-Gives examples

-Homework

-Play games
-Listen
-Repeat
-Copy down
-Read again
-Practise

-Make the dialogue
by word cues
-Practise in pair
works

</div>
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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 2 Period: 15 Teaching day: ……….
Unit 3: (Cont) Lesson 3 B1-2 (P35-36)

Aims: Teach Ss numbers 21-100 and pronunciation of plural nouns (/s/, /z/, /iz/) to count
things in the classroom

Objectives: After the lesson, Ss will be able to use numbers & pronunciation of plural
nouns

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*REVISION

a=1 b c d e f g h I j k l m n
o p q r s t u v w y z =26
EX: S1: What’s number 9?
S2: I

*PRESENTATION
Pre-teach

Thirty=30 Forty=40 Fifty=50
Sixty=60 Seventy=70 Ninety=90
One hundred=100

One hundred and one = 101
WHAT and WHERE

*PRACTICE

Snakes and Ladders B1 (P35)
Realia Drill B2 (P36)

Pre-tech a bench – benches
EX: S1: There’s [one] door
S2: and there’re [twenty two]
desks

*FURTHER PRACTICE
Dictation Lists

Desks Rulers Benches
Students Tables Couches
Books Doors Houses
Lamps

Clocks Windows

-Writes the alphabet
on BB

-Gives example

exchange
-Models with Ss
-Teaches the numbers
21-100

-Models (3 times)
-Writes them on BB
-Writes the numbers
in circle on BB
-Guides to read
-Clean the numbers
-Guides how to play
games

-Explain how to use
plural nouns

-Gives examples

-Reads these words
clearly

-Lets Ss arrange them

-Read the letters
-Practise in pairs
-Listen

-Repeat
-Copy down

-Read the numbers
-Say them again
-Write them again
-Play games
-Copy
-Practise

-Arrange in to
column

-Write words
8

6
5

2
6

7
7
9
3

10
0
3

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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 6 Period: 16 Teaching day: ……….
Unit 3: (Cont) Lesson 4 B3-5 (P37)

Aims: Help Ss practise “How many…are there?” questions & further practise in numbers
to talk about things in classroom, the living room and the family

Objectives: After the lesson, Ss will be able to use “How many…are there?”, further
practice in numbers

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*REVISION

Chain Game B2 (P36)
EX: -There’s [one] door

-There’s [one] door and [six]
windows

*PRESENTATION

Presentation Text B3 (P37)
Model Sentences

How may |doors| are there?
There’s one

*PRACTICE

Picture Drill B2 (P36), B5 (P37)
Example Exchange

S1: How many [desks] are there?
S2: There are [six]

*PRODUCTION

Kim’s Game (Picture – P31)
Survey

<b>In family</b> <b>In classroom</b>

<i>Peopl</i>
<i>e</i>

Nam 3

Example Exchange:

S1: How many [people] are there
in your [family]?

S2: [Three]

S1: How many [doors] are there in
your [classroom]?

S2: [Two]

-Guides how to play
-Gives the model
-Presents the text
-Shows the model
sentences

-Explains form,
meaning, usage, …
-Gives examples
-Uses the pictures on
P36-37 to guide the
Ss practise

-Gives the models
-Draws table on BB
-Guides Ss to fill the
information by asking

and answering.
-Gives example
exchange
-Write it on BB

-Use the information
they have filled in B2
(P36) to describe
their classroom
-Listen & Copy down

-Practise in pairs
-See the pictures to
practise tin pairs

-Copy down

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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 6 Period: 17 Teaching day: ……….
Unit 3: (Cont) Lesson 5 C1-2 (P38-39)

Aims: Help Ss practise in reading a text about a family to understand the details and talk
about jobs

Objectives: After the lesson, Ss will be able to read a text about a family to understand the
details and talk about jos

Teaching aids: Posters, Wordcards, Pictures

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*REVISION

Write it up (Form survey,lesson 4)
Ex: There’re three people in
Nam’s family

*PRE-READING
Pre-teach

An engineer A doctor A nurse
Networks

A doctor A teacher
A worker A student
Open prediction (Lan’s family)

Father
Mother
Brother
Lan

*WHILE READING (C1 – P38)
Noughts and Cross

A g c

H b e

I f d

*POST READING

Word Cue – Picture Drill C2–P39
Transformation Writing

Transform the sentences in
C1-P38 with the information in
C2-P39 to write about Song’s family

-Uses form survey of
L4 to check

-Gives examples
-Presents new words
by situations &
examples

-Models & writes
-Writes the network
on BB

-Elicits Ss to give the
words about jobs

-Draws table on BB
-Makes situation &
introduces the topic
-Corrects

-Guides the way of
playing game

-Uses the pictures in
book

-Homework

-Can report back to
the class orally if
there isn’t enough
time to write it
-Call individual to
practise

-Listen
-Repeat
-Copy down

-Find the words in the
topic given

-Copy down
-Guess the
information

-Individual  pairs

-Read and check
prediction

-Practise in groups

-See the pictures to
practise

</div>
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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 6 Period: 18 Teaching day: ……….
Unit 3: (Cont) Lesson 6 GRAMMAR PRACTICE

Aims: Help Ss doing further practice in “BE, Imperative, Numbers, Question Words, There
is/There are, and Furniture Vocabulary”

Objectives: After the lesson, Ss will be able to use “BE, Imperative, Numbers, Question
Words, There is/There are, and Furniture Vocabulary”

Teaching aids: Posters

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

1.BE

Gap – Fill: 1 – 3 – 3 P40
Noughts and Crosses

They / teacher We/students
He / an engineer She/a nurse
You / 12 She/a doctor
2.IMPERATIVES

Gap – Fill 4 P40
Simon Says

3.QUESTION WORDS
Gap – Fill 6 P41
Answer Given

Song’s a student & he’s twelve.
There’re 4 people in Song’s
family: his father, mother, sister &
him. His father’s name is Kien.
He’s 42 & he’s a doctor. His
mother’s name is Oanh. She’s 39
& she’s a nurse. His sister’s name
is Lan. She 15 & she’s a student.
a.12 b.4 c. Kien d.42 e. a doctor
f. Oanh g.39 h. house i. Lan
j. a student

Answer key: How old is Song?
How many people are there in his

family? What’s his father’s name?
What does he do? What’s his
mother’s name? What does she
do? What’s his sister’s name?
What does she do?

-Guides how to do
-Writes the missing
sentences on BB
-Gives the models
-Ticks the poster on
BB

-Writes the missing
command

-Says the commands
-Writes the missing
dialogue on BB
-Gives some
sentences on BB

-Gives the answers
-Supplies the answers

-Fill in the blanks
with “TOBE” forms
-Repeat

-Practise orally

-Complete the
sentences

-Practise in oral

writing
-Practise

-Fill in the blanks by
the questions words
-Make their own
questions

-Practise in pairs 

groups

</div>
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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 6 Period: Teaching day: ……….
Unit 3: (Cont)

Aims:
Objectives:
Teaching aids:

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

4.NUMBERS
Bingo

Seventeen, seventy, eleven, one
hundred, thirty, sixteen, forty,
twelve, thirteen, fifty, eighty,
ninety, eighteen, fourteen, twenty,
fifteen, sixty, nineteen.

5.FURNITURE
Cross Puzzle 10 P43
Guessing Game
Example Exchange:

S1: Is it a TV? S1: Is it a chair?
S2: No, it isn’t S2: Yes, it is
T/F Repetition Drill

Picture B5 P37

<b>Teacher</b> <b>Students</b>

There’s a TV [Repeat]
There’re 3 stools [Repeat]
There’re 3 people [Repeat]
There’re 2 chairs [Repeat]
There’re 7 books [Repeat]
There’re 2 lamps [Repeat]
There’s a telephone [Repeat]

There’s one lamp [Repeat]

-Guides the games
-Read these numbers
clearly

-Draws crossword
puzzle on BB
-Guides and gives
examples

-Reads these
sentences

-Listen

-Choose 9 number
from 1119 and

decimals: 20, 30, 40,
50, 60, 70, 80, 90,
100.

-Use the cue to find
out the words
-Draw their own
pictures of furniture
on a scrap of paper
-Repeat the correct
sentence

</div>
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<b>LESSON PLAN</b>

School:……… Teacher:
……….Class: 6

Week: 7 Period: 20 Teaching day: ……….
Unit 4: BIG OR SMALL Lesson 1 A1-2 (P44)

Aims: Help Ss reading a description of a school with practice in possessive “s” to talk
about possessions

Objectives: By the end of the lesson, Ss will be able to read of a school description & use
possessive “s” to talk about possessions

Teaching aids: Wordcards

<b>Time</b> <b>Contents</b> <b>Teacher’s activities</b> <b>Student’s activities</b>

*PRE-READING
Pelmanism

I Thu He You She

His My Your Her Thu’s
Pre-teach

Big, small, in the country/city
Prediction (Matching)

Big Phong’school small
In the country Thu’s school city
*WHILE READING A1 (P44)
Comprehension Questions A2 P44
*POST-READING

Model Sentences

-Is Phong’s school small?
Yes, it isn’t

-Is Thu’s school small
Yes, it is

YES/NO Question Answer Drill
Phong’s school

Thu’s school big/small?
Your school > in the city?
Your house in the country
Nam’house

EX: S1: Is Phong’s school big?
S2: No, it isn’t

S1: Is it in the country?
S2: es, it is

*HOMEWORK

-Ticks the cards on
BB

-Guides how to do
-Uses examples and
situations to present
new words

-Writes this on BB
-Guides

-Reads the text
-Guides to answer the
questions

-Gives the models
-Explains how to use
-Writes them on BB
-Guides how to
practise

-Writes the examples
on the board

-Lets Ss practise
-Gives examples

-Divide into 2 groups
-Each group choose 2
cards. If the cards

have the correct
possessions, Ss win
-Practise in oral
-Listen & Repeat
-Copy down
-Match the
information
-Listen

-Read again& answer
the questions

individual pairs

-Listen & Repeat
-Copy down
-Listen

-Practise in pairs –
QuestionsAnswers

</div>
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1 200
2 32 

3 45
4 10
5 600

<b>LESSON PLAN</b>

School:

Teacher: Class: 6

Week : 7 Period: 21 Teaching day: ………

Unit: 4 (cont) Lesson 2 A3 B5 (p.45 - 46)

Aims: Help Ss practise reading a text about school to understand details & get further practise in
number and school vocabulary

Objectives: By the end of the lesson, so we will be able to read a text, and use numbers and school
vocabulary

Teaching aids: pictures

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

5’

10’

15’

* REVISION

Bingo

6, 8, 12, 52, 100,
200, 32, , 400,
17, 25, 600, 900
* PRE READING
Open prediction
400. 900, 8, 20

Ex: Students, teachers, desks, windows
* WHILE READING

A3 p. 45
Answer Given:

1. in the country 5. No, it isn’t
2. 8 It’s big
3. 400 6. 20
4. in the city 7. 900
Answer key:

1. Where Phong’s school?

2. How many classroom are there in Phong’s
school?

4. How many student are there in Phong’s
school?

3. Where Thu’s School?

4. Is it small?

5. How many classrooms are there in Thu’s
school?

6. How many students are there in Thu’s
school?

* POST READING A4 p.46
Transformation writing

Depending on whether student live in the
city or the country, so take one of the text in
A3 p45 and rewrite it according to their own
school.

* HOMEWORK

- Elicits Ss and list the
number on BB

- Reads: 6 25 200 12
17 400 8 900 20
- Guides to predict
- Gives examples
- Guides Ss to read the
text

- Gives the answer on
BB

- Supplies the answer
keys after Ss do

- Guides student to
write a text

- Choose 5 any
numbers from the
board

- Listen and ticks
on their numbers
- Practise in
individual Pairs

- Read again
- Correct their
predictions
- Make their own
question

- Practise in
individualPairs

- Write down

- Write the text on
A3 p.45

</div>
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<b>LESSON PLAN</b>

School:

Teacher: Class: 6

Week : 8 Period: 22 Teaching day: ………

Unit: 4 (cont) Lesson 3 B1 - 5 (p.47 - 48)

Aims: Help & practice, listening a dialogue about school to understand details & practicing cardinal numbers,
ordinal numbers and “Which” questions to talk about school.

Objectives: After the lesson, so we will be able to listen a dialogue, and use practicing cardinal numbers,
ordinal numbers and “Which” questions

Teaching aids: poster, cassette, player

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

15’

15’
15’

* PRE _ LISTENING
Pre-teach B4 P. 48

And the [fifth] floor the [six] grade
Rub out and Remember

- the first = 1st <sub> -the sixth = 6</sub>th
-the second = 2nd <sub> -the seventh = 7</sub>th
-the third = 3rd <sub> -the eighth = 8</sub>th
-the forth = 4th <sub> -the ninth = 9</sub>th
-the fifth = 5th<sub> -the tenth = 10</sub>th
Predict dialogue:

- Thu: Hello, Which grade are you in?
- Phong: I’m in grade….(a)

- T : And which class are you in?
- P: (b)… What about you?

-T: I’m in grade (c)……, class (d)……
How many floors does your school have?
- P: (e)……It’s a small school.

-T: My school has(f)……and my classroom
is on the (g)……floor. Where’s your
classroom?

-P: It’s on the (h)……floor.
* WHILE LISTENING B1 p47
Grid B3 p48

* POST LISTENING

Board Drill

Grade Class Floor
Thu 7 7c 2nd
Phong 9 6a 1st<sub> </sub>
You

Ex: S1: Which [grade/ class] is Thu in?
S2: She’s in [grade6/ 6a]

S1: Where’s [her] classroom?
S2: It’s on the [first] floor?

Write – it - up

-Introduces new
words

-Models,write them
- Check voc

- Says the ordinal
numbers

- Check spelling
- Gives the
instruction clearly
- Send students the
handouts

- Plays the tape or
reads the dialogue

- Plays the tape the
2nd<sub> time</sub>

- Draws the charts
on the board
-Plays the tape the
3rd<sub> time</sub>

-Check’s s listening
comprehension
-Gives more
examples
- Guides s to
practice

- Guides Ss to write
the dialogue again

- Listen and
repeat
- Copy down
- Write the
words again on
BB

- Copy down
- Listen

- Read and
prepare

- Listen to the
tape or the
teacher
- Fill in the
blanks
- Listen and
correct their
prediction
- Copy down
- Listen and fill
the information
in the charts
- Correct their
listening
- Listen
- Practise in
pairs

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : 8 Period: 23 Teaching day: ………

Unit: 4 (cont) Lesson 4 C1 - 2 (p.49)

Aims: Help Ss practise simple present tense, positive statements with “I” and vocabulary of routines to task
about habitual action

Objectives: After the lesson, so we will be able to use simple present, positive statements, vocabulary of
routine

Teaching aids: word cards, pictures

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

10’

5’

10’

* PRESENTATION
Pre-teach

(to) get up (to) wash your face
(to) get dresses (to) have breakfast
(to) brush your teeth (to) go to school
Slap the board

Presentation Text C1 p. 49
Model Sentences

- What do you do every morning?
- I get up/ brush my teeth/….
* PRACTICE

Word Cue Drill

Ex: S1: What do you every morning?
S2: I get up

S1: What do you do [then] ?
S2: etc.

* FURTHER PRACTICE
Chain Game

S1: I get up

S2: I get up and I brush my teeth

S3: I get up, I brush my teeth and I get dressed
S4: ect…

* HOMEWORK:

-Uses the picture on
p. 49 to introduce
new words

-Model and write

them on BB

-Write these words
on BB

- Calls 2 Ss of each
Group to go to BB
-Says the words inE
-Presents the text
-Gives the models
-Explain how to use
form

- Gives the

instructions clearly
- Write these words
on BB

- Gives examples

- Guides the game
-Give example
exchange and write
it on BB

- Write homework
on BB

- Listen

-Repeat
-Copy down
- Divide into 2
groups

- 2 Ss go to
the board
-Slap the word
in VNese on
the board
-Copy down
-Practise in
pairs

_ Pay
attention
- Complete
the phrases
-Practise base
on the

example
exchange
- Practise in
pairs

- Practise in
groups
- Learn Voc,
structures

-Read the text
again

Mặc quần áo
Ăn

sáng Rửa mặt Đánh răng

Đi học <sub>Thức dậy</sub>

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : 8 Period: 24 Teaching day: …….

Unit: 4 (cont) Lesson 5 C1 - 3 (p.49)

Aims: Help & practice simple present tenses, positive statements with He/ She to talk about habitual action
Objectives: By the end of the lesson, so we will be able to use simple present tenses, positive statements
with He/ She to talk about habitual action

Teaching aids:

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

5’

15’

* REVISION
Making

(to) get up
(to) get dressed
(to) brush your teeth
(to) wash your face
(to) have breakfast
(to) go to school

(to) say hello to classmate
(to) go to the classroom
* PRESENTATION

Presentation Text C1 p.49
Model Sentences

- What does Ba/ he/ she do every morning?
- Ba gets up

- He brushes his/ her teeth
has breakfast
-She goes to school
* PRACTICE

Word cue Drill

Ex:

S1: I get up

S2: I get up and I brush my teeth

S3: I get up, I brush my teeth and I get dressed
S4: ect…

* PRODUCTION
Write- it- up
a) C3 p.49

b) Write 5 sentences about what you do every
morning. Begin with: “Every morning…”

-Draw the pictures
and write these
words on BB
-Lets st match the
pictures with the
words in correct
meanings

- Present the text
- Guides Ss to read
- Gives the models
sentences

- Explain show to
Form, use, meaning

- Ticks the word
cards on BB
- Gives example
exchange
- Models

- Writes it on BB

- Guide Ss to write

- See the
pictures
- Read the
words
- Match the
words with
the pictures
- Practise in
writing
- Listen
- Repeat
- Listen
- Copy down
- Practise in
pairs

- Complete
the Phrases
- Say them
loudly

- Base on the
example to
practice in
pairs
- Write the
sentences to
begin
with “Every
morning I get
up. Then I …”

Hello

THCS p.tắm

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : 9 Period: 25 Teaching day: ……….

Unit: 4 (cont) Lesson 5 C4 - 7 (p.50 - 51)

Aims: Help student practice talking the time

Objectives: After the lesson, so we will be able to tell the time
Teaching aids: pictures, word cards

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

15’

15’
15’

* PRESENTATION
Number Dictation
Pre-teach

- the time (to) be late for ….
- [ten] o’clock We’re late for
school

- half past [ten]
What and Where

Presentation Pictures C4 – p. 50
Model Sentences

- What time is it?

- It’s eight o’clock/ ten fifteen/…
* PRACTICE

Picture/ Realia Drill

6:00 2:10 1:00 5:15

1:30 9:45 8:25 7:30
Ex: - What time is it?

- It’s [two ten]

Word Cue Drill C7- p51

Ex: - What time do you get up?
- at [six o’clock]

* FURTHER PRACTICE
Noughts and Crosses
Ex: - What’s the time?
- It’s [six ten]

- Reads: one ten,

four-fifty, three-fifteen…
- Presents new words
- Models and writes
them on BB

- Writes

- Cleans the words
- Calls each students
to write one word
- Present the pictures to
gives the model

sentences
- Explains

- Uses pictures to practise
- Gives example

- Write it on BB
- Shows some words
cues on the board
-Ask Ss to practise

-Draws the charts on
BB

- Guides to do

- Write:1.10,4.30
ect

- Practise saying
these numbers

with a partner
- Listen –repeat
- Copy down
- Read many time
- Repeat

- Rewrite the
words

- Pay attention
- Practise in pairs
- Copy down
- See the pictures
- Practise orally
and individually

- Copy

- See word cues
- Practise in pairs

- Divide into 2
groups

- Practise
Have breakfast

Haft past ten
Late

10 o’
clock
8 o’clock
The time

</div>
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School

Teacher: Class: 6

Week : 9 Period: 26 Teaching day: ………

Unit: 5 THINGS I DO Lesson 1 A1 - 2 (p.52 - 53)

Aims: Help & practice, listening a dialogue about school to understand details & practicing cardinal
numbers, ordinal numbers and “Which” questions to talk about school.

Objectives: After the lesson, so we will be able to listen a dialogue, and use practicing cardinal numbers,
ordinal numbers and “Which” questions

Teaching aids: poster, cassette, player

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

5’

15’

10’

* REVISION
* PRESENTATION
Pre_teach

(to) do your homework
(to) play games

Slap the Board

go to school
play games

do your homework

have breakfast get dressed
Presentation Text. A1 p52

Model sentences

Everyday I go to school
She goes to school
Comprehension Questions. A2 p53
* PRACTICE

Substitution Drill

Teacher Students

I get up at 6 Nga gets up at six
I brush my teeth She brushes her
I wash my face She washes her face
* PRONUNCIATION

Survey

Name get up …breakfast …games …do homework
Vien 5.30 6.15 4.30 7.00

Ex: S1: what time do you get up ?
S2: 5.30

Write_ it _ up

* Every morning, Vien gets up at five thirty.
He has breakfast at six fifteen etc…

- Uses the guessing
game

- Introduces new
words

- Models and writes
words on BB
- Give instructions
the game

- Divide clam into 2

groups

- Asks so the
meaning of words
- Presents the text
- Gives the models
sents

- Explains how to
use, from,

meaning,…
- Read the guides
to answer

- Says the sentences
clearly with subject
“I”

- Draws the table
on BB

- Guides how to
introduce
- Give examples
- Guides s to report
back from survey.

- Choose a time
complete the

sentence:“It’s….”
- Listen – Repeat
- Copy down
- Listen
- Practise in
groups
- Answer
- Play games
- Listen – repeat
- Listen

- Copy down
- Practise

- Answer the Qs
in individual 

pairs

- Repeat the
sentences with
subject “Nga/she”
- Copy down
- Introduce with
your friend
- Base on the
example

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : 9 Period: 27 Teaching day: …………

Unit: 5 (cont) Lesson 2 A3 - 4 (p.53- 54)

Aims: Help Student practice simple tense – WH Questions with he/she to talk about other people’s daily
routines

Objectives: After the lesson, so we will be able to use present simple – WH Questions with he/she
Teaching aids: pictures, word card

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

15’

* PRESENTATION
Pre-teach

(to) listen to the music (to) do the homework
(to) watch TV (to) read

Ordering vocabulary

Every morning, Lan gets up and listens to music.
Every afternoon she comes home and does the
housework. Then she watches TV. Every morning
she reads & does her homework

Answer Key

Listen to music (1) do the housework(2)
Watch TV(3) to read (4)

Presentation Text A2. p53

Comprehension Questions A2 p.54
* PRACTICE

Picture Drill A3 p.53

Ex: S1: What does [Ba/ Lan] do after school?
S2: [He watches TV] [She does the housework]
* FURTHER PRACTICE

Noughts and Crosses

He /play games She/ brush… Lan/do homework
Ba/get dressed Nam/go to school Thu/ do house…
She/ wash… He/have… Mai/listen…
Example Exchange

S1: What does [Ba do every morning]?
S2: [She gets dressed].

-Presents newwords
-Models and write
words on BB
-Checks their vocab
-Reads a paragraph
-Guides s how to do
-Gives the answer

key

-Presents the text
-Gives the

comprehension Qs
-Uses the picture on
p53 to practise
-Gives examples
-Ticks the table on
BB

-Guides to play
games

-Gives examples

-Listen

-Repeat
-Copy down
-Listen to a
paragraph, put
the order of
the words
-Compare
with friends
-Give answers
-Listen-repeat
-Answer the
Qs

-See the
pictures
-Practise in
pairs

</div>
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School

Teacher: Class: 6

Week : 8 Period: 28 Teaching day: ………

Unit: 5 (cont) Lesson 3 A5 - 6 (p.54 - 55)

Aims: Help Ss practice Simple Present Tense. Yes/No Questions and short answer to talk about daily
routines

Objectives: By the and of the lesson, so Students will be able to use Simple Present Tense. Yes/No

Questions and short answer to talk about daily routines

Teaching aids: wordcards, charts

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

5’

15’

10’

15’

* REVISION
Pelmanism

PRESENTATION
Pre-teach

(to) play volleyball/ football (soccer)/ sports
A girl.

Rub Out and Remember
Presentation dialogue A5 p54

Grid With answer key
Volleyball Football
Nga 

Lan 

Thu 

Vui 

Girls (v) 

Models Sentences

a) Do you/ they play volleyball?
Does she/ he

b) Yes, I / we/ they do
He/ she does
No , I / we/ they don’t
He/ she doesn’t
PRACTICE

Yes/ No Questions Drill A6 p.55
Ex: S1: Do you [play] sports?
S2: Yes, I do / No, I don’t.
FURTHER PRACTICE
Find some one who

-Divide class into

2 groups

- Ticks these cards
on BB and guides
-Present new words
by pictures

-Models and write
them on BB
-Present dialogue
by grid

-Ticks the table on
BB

-Guides
-Gives models
sentences on BB
-Explain how to use
the simple present
tense Y/N Question
form, meaning…
-Guides Ss to
practise

-Gives examples
-Ticks the charts
on BB

-Each group

choose any 2
cards. They
must be a
meaningful
phase
-Practise in
groups
-Listen
-Repeat
-Write down
-Copy down
-Listens to
teacherand
stick for each
person with
sports
-Listen
-Copy down
-Practise in
pairs

-Practise in
pairs

-Copy down

Go to school homework

Listen to

</div>
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<b>LESSON PLAN</b>

School

Teacher: Class: 6

Week : Period: Teaching day: ………

Unit: 5 (cont)
Aims:

………
………

Method:………
Teaching Aids:……….

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

Find some one who Name
…watches TV

… plays football
… does the homework
… plays volleyball

… listens to music
… reads

Examples Exchanges
S1: Do you watch TV?
S2: Yes, I do.

S1: What’s your name?
S2: […….]

S1: How do you spell it?
S2: ect…

-Ticks the chart on
BB

-Guides s to ask
and answer
-Gives examples
exchange on BB
- Lets s practice
based on example

-Copy down

-Practise with
teacher

</div>
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<b>LESSON PLAN</b>

School

Teacher: Class: 6

Week : 10 Period: 29 Teaching day: ………

Unit: 5 (cont) Lesson 4 B1 - 3 (p.56- 57)

Aims: Help’s practice reading a picture story about Ba’ daily routines to practise simple present tense
Objectives: By the end of the lesson, so we will be able to read the picture story and practice simple present
tense

Teaching aids: pictures, wordcards

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

5’

10’

15’
15’

* REVISION
Jumble Words

Okhueowsr = housework tislen = listen

Ader = read ethaw = watch
Ypal = play mohewkr =
* PRE-READING

Pre-Teach

(to) take a shower (to) finish
(to) eat (to) have lunch
(to) start (to) go to bed
What and Where

Open Prediction B2 p47
* WHILE READING
B1 My routine p.56
Grid B2 p.57
* POST READING
Survey B2 p.57

-Writes these words
on BB

-Calls some s to go
to BB

-Corrects their
mistakes

-Presents newwords
by pictures

-Models and writes
words on BB
-Draws the circles
and writes the
words on BB
-Lets Ss read them
again

-Check many times
-Gives the exercises
-Guides s to read
& do exercises
-Gives survey
exercises on BB
-Guides how to do

-Write the
correct words
-Individual
writes words
-Listen
- Repeat
-Copy down

-Practise in
groups
-Read the
words in
chorus

-Write words
again

in individual
-Fill in the
times in the
table for Ba
without
reading
-Do exercises
-Complete the
last column in
the B2 table
and then do
B3 a) and b)
with a partner
Play games Start

Have lunch

Go to bed Eat breakfast
Finish

</div>
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<b>LESSON PLAN</b>

School

Teacher: Class: 6

Week : 10 Period: 30 Teaching day: …………

Unit: 4 (cont) Lesson 5 C1 (p.58)

Aims: Help student learn school subjects vocabulary with “Have/Don’t have” to talk about the school time
table

Objectives: After the lesson, so we will be able use school subjects vocabulary with “Have/Don’t have”
Teaching aids: poster, wordcards

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

5’
10’

15’

* REVISION
Word square

* PRESENTATION
Pre-teach

- a timetable -math -literature
- English -history -geography
-Monday

Ordering Vocabulary

First we have literature. Then we have
Geography. At eight forty we have English and
then we have Math. At ten fifteen we have history
This is out timetable on Monday

Answer key

English (3) Literature (1) History (5)
Math (4) Geography (2) Monday (6)
Presentation Text C1 p.58

Model Sentences

- What do we have today? (?)
We have English (+)
I don’t have my timetable (-)
* PRACTICE

Word Cue Drill

Ex: S1: What do we do have today?
S2: We have [English]

S1: What time does it start?
S2: [Seven o’clock]

* FURTHER PRACTICE

Mapped dialogue

-Reviews the lesson
-Introduces new
words by situation
on pictures

-Models and writes
them on BB

- Check Voc
-Guides s to order
vocabulary

-Reads this paragraph
clearly

-Checks and corrects
-Present the text
-Gives the model
sentences on BB
-Explains how to use
form, meaning
-Gives some words
cues on BB

-Model with Ss
-Gives examples on
BB

-Lets s practise

-Find and
write the
words
-Listen
-Repeat
-Copy down
-Check
-Listen to
the teacher
-Order
vocabulary
-Correct
-Repeat
-Practise in
pairs

-Read the
words
-Practise
-Teacher
-Base on the
examples to
practice in
pairs
English/ 7.00 History/ 9.35 Math/ 7.50

</div>
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<b>LESSON PLAN</b>

School

Teacher : Class: 6

Week : Period: Teaching day: ………

Unit: (cont)

Aims:

………
………
Objectives ………..
Teaching aids: ………

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

What…today? History
What time…start? 7.50

Do we…literature…8.40? No…English
What time…finish? 9.25

What…at 9.35? Geography
Do we…Math? Yes…10.15
Example Exchange:

S1: What do we have today?
S2: We have history

S1: What time does it start?
S2: At seven fifteen

S1: Do we have literature at eight forty?
S2: No, we don’t. We have English
S1: What time does it finish?
S2: Nine twenty five

Ect…

* WORDSQUARE

Start, to, old, go, sports, TV, take, eat
Homework, listen, do, play, work, ok, read,
watch, at, music, finish

-Writes the mapped
dialogue on BB
-Guides s to make
sentences

-Gives examples
exchange

-Models with Ss

-Read and

write down
-Practise in
pairs

-Listen
-Practise with
teacher

H O M E W O R K

S L I S T E N T

T D O P L A Y A

A G W O R K O K

R O N R E A D E

T W A T C H T E

T M U S I C V A

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : 11 Period: 31 Teaching day: …………

Unit: 5 (cont) Lesson 6 C2 - 3 (p.59)

Aims: Help Ss practice days of the week vocabulary with “Has/ Doesn’t have” to talk about the weekly
timetable

Objectives: After the lesson, so we will be able to use days of week voc ,”Has/ Doesn’t have”
Teaching aids:

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

5’

10’

15’

* REVISION
Slap the board

* PRESENTATION
Pre-teach C2 p59

Monday Thursday Sunday
Tuesday Friday

Wednesday Saturday
Matching

Predict dialogue * Answer key C3p59
* PRACTICE

Board Drill

Ex: - When do we have Math?

- On Monday, Wednesday, Saturday
* PRODUCTION

Board Drill above
Write it up

We have math on …, … and
…We have English on…, ect…

-Writes these words
on BB

-Divides class into
2 groups

-Presents new
words

-Models and writes
them on BB

-Checks vocabulary
-Gives predict
dialogue

-Draws the
timetable on BB
-Checks vocabulary
-Guides s to

practise

-Gives examples

-Guides how to do
-Gives the model
-Lets Ss write at
home

-See the
words
carefully
-Practise in
group
-Listen
-Repeat
-Copy down

-Fill in the
blanks

of the
dialogue
-Listen and
check their
prediction
-See the
timetable
carefully
-Remind the
vocabulary
-Base on
examples to
practice in
pairs

-Fill in their
real timetable
(only the 5
subjects they
have learnt in
E) in C2 p59
-Practise in
pairs

Englis
h

My time table

Geograph

y
Math

History Monday

Literature

Thứ 2 Thứ 3 Thứ 4 Thứ 5 Thứ 6 Thứ 7
Toán Văn Toán Anh Văn Toán

Toán Văn Toán TD Văn Sinh

Sử Anh Sinh Sử Địa

GDCD Anh Địa KT KT

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : 11 Period: 32 Teaching day: ………

Unit: 4 (cont) Lesson 7 GRAMMAR PRACTICE(p.60 - 61)

Aims: Further practice in Simple present tense, telling the time, Adjective with “Be”, Qs words, school
subject, Days of the week

Objectives: After the lesson, so we can use Simple present, Adjective with “Be”, Qs words, school subject,
Days of the week

Teaching aids:

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

10’

15’

* TELLING THE TIME
Picture Drill

Grammar practice 2p.60
Ex: S1: What time is it?
S2: It’s [seven o’clock.]
Dictation

One forty five, five thirty, eight fifty, eight fifteen
twelve o’clock, haft past three

* QUESTIONS WORDS 4 p.61
Noughts and Crosses

Le Loi street two floors N-G-A
Literature 5.30 grade 6
Tuesday& Thursday 7.00 I play football
Possible Answers

- Where do you live?

- How many floors does your school have?
- How do you spell your name?

- What do have today?
- What time do you get up?
- Which grade are you in?
- When do we have math?

- What time do you go to school?
- What do you do in the afternoon?
* ADJECTIVE WITH “BE” 3p.61
Word Cue Drill

Ex: S1: Is your [house] big?
S2: Yes, it is. / No it isn’t
* PRESENT SIMPLE TENSE
Find someone who

-Uses the pictures
or realias to
introduce

-Guides to practice
-Gives examples
-Reads these
numbers in the
words

-Draws the table on
BB

-Guides how to
play game

-Gives the possible
answer after Ss
practise

-Ticks word cues
on BB

-Explains how to
use adjectives with
“Be”

-Guides to practise
-Guides how to
play games

-See the time
-Practise in
pairs

-Write them in
the number
-Copy down
-Practise in
groups
-Write on
their
notebooks

-Use word
cues to make
sentences
-Use
adjectives
with “Be”
fluently
-Divide into 2
groups

House school Country

Street Family
city

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : Teaching day: ………

Unit: (cont)

Aims:

………
………
Objectives: ……….
Teaching aids: ………

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

Find someone who Name

…get up at 5

…goes to bed at ten

…eats a big breakfast every morning
…has lunch at 12.00

…plays volleyball after school
…does the housework

Word Cue Drill

Example Exchange:

S1: What do we have on Monday?
S2: We have [maths] and [English]
S1: Do we have [geography] on Monday?
S2: Yes, I do. / No, I don’t.

Grammar practice 1 p.60 & 5 - 7 p.61

-Guides how to
practise the games
-Write the chart on
BB

-Models with Ss
- Gives cues on the
board

-Gives how to
practise

-Gives examples
-Corrects their
mistakes

-Divide into 2
groups

-Copy down

-Practise with
teacher

-Practise with
partner

-Uses word
cues to make
Qs and
Answers
-Practise in
pairs

Mon Tue
Sat

Wed Thur

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : 11 Period: 33 Teaching day: …………

Unit: 6 PLACES Lesson 1 A1 - 3 (p.62 - 63)

Aims: Help student practice reading a text about where they lives to understand the details & practice
countryside

Objectives: By the end of the lesson, so we will be able to read the text about where they lives and use
country vocabulary

Teaching aids: pictures

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

15’

* PRE- READING
Pre-teach

A lake Trees A ride paddy
A river Flowers A park
What and Where

Open Predict

- What’s near Thuy’s house?
* WHILE READING A1 p.62
Ordering vocabulary p62

Matching

Near xinh đẹp
A yard khách sạn
Beautiful gần
A hotel sân

Comprehension Qs A1 p. 62 (a - f)
* POST READING

Picture drill p62. and p.63

Ex: - What’s that? - What are those?
- It’s [river] - They’re [trees]
Write A3 p.63

Example Exchange closed pairs
A: What’s this?

B: It’s a [river]
A: What are they?
B: They’re [trees]

-Introduces new
words by pictures
-Models and write
them on BB
- Checks voc
- Clean words
-Checks & corrects

-Gives the Question
on BB

-Reads the second
paragraph (p.62)
-Writes the
matching exercise
on BB

-Guides how to do
-Guides Ss to
answer the Qs
-Uses pictures on
p.63 to practise
-Gives examples
-Gives example
exchange on BB
-Lets s practise

-Listen
-Repeat
-Copy down
-Say words
again

-Write them
again

-Write three
things in their

books

-Checks their
prediction
-Order the voc
-Match the
words with
the meaning
-Answering
the Qs from
the text
-Teachers-
whole class
-Practise with
partner

-Practise in
closed pairs
A river

A rice paddy

Trees
A park

Flowers

</div>
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<b>LESSON PLAN</b>

School :

Teacher Class: 6

Week : 12 Period: 34 Teaching day: …………

Unit: 6 (cont) Lesson 2 A4 - 5 (p.64)

Aims: Help student study town and country vocab for describing places where we live

Objectives: By the end of the lesson, so we will be able to use town and country vocab for describing places
where we live

Teaching aids: pictures

Time Contents Teacher’s activities Student’s activities

1 2 3 4

5’
10’

10’

* REVISION
* PRESENTATION
Pre-teach

A town a village a city the country
Bingo

A house, a town, a city, a school, a river,
a rice, paddy, a park, a street, a hotel,
a village, a yard, flowers

* PRACTICE

Picture drill A5 p.64
Example statements:

- There ‘s [a hotel] near our house
- There are [trees] near our house
* FURTHER PRACTISE

Chain Games

S1: There’s a hotel near our house
S2: There’s a hotel and a school near …
S3: There’s a hotel, a school, and a ….
Guessing Game

There’s a ……….. near our house

Ex: S1: Is there a park near our house?
S2: Yes, there is. / No, there isn’t.
* PRODUCTION

Write it up A5 p.64

S write 4-6 sentences about their place

-Reads the word in
E or VNese

-Presents new word
-Models and writes
- Reads these words
clearly

-Checks

-Show the pictures
and instructs to do
-Gives examples
-Guides how to
play games
-Models with one
student before
-Gives the missing
sentences

-Gives the formulas
and examples
-Guides Ss how to
write

* Homework

-Write the words Ss
hear

-Listen-repeat
-Copy down
-List all the words
they have learnt in
Unit 6 so far
-Sticks on the
words Ss choose
-See the pictures
and practice based
on the example
statements

-Practise in groups

 individual

-Pay attention
-Practise with
partner

-Write down
-Practise in pairs

-Use the models
above to write 4-6
sentences about
their place

</div>
<span class='text_page_counter'>(37)</span><div class='page_container' data-page=37>

School :

Teacher: Class: 6

Week : 12 Period: 35 Teaching day: …………

Unit: 6 (cont) Lesson 3 B1 2 (p.65 - 66)

Aims: Help student read a text about where Minh lives to understand town vocabulary & preposition of
place

Objectives: By the end of the lesson, so we will be able to read a text about where Minh lives, and use town
vocabulary and preposition of place

Teaching aids: Pictures

Time Contents Teacher’s activities Student’s activities

1 2 3 4

5’
15’

15’

10’

* REVISION

Rub out and Remember [dialogue]
A 6 p.64

* PRE-READING
Pre-teach

A (book) store a hospital
A restaurant a factory
A temple a museum
A stadium

Slap the board

Wordsquare *

True/ False prediction
Near Minh’s house ….

a. There’s a restaurant ( T )
b. There’s a lake ( F )
c. There’ a hospital ( T )
* WHILE READING B1 p.66 - 65
(to) work a neighborhood
Comprehension Questions
B1 p.66 a f
B2 p.66 a e
* POST READING
Dictation

B 3 p.67 a d

-Uses A6 p.67 to
check up the lesson
-Present new words
by pictures or situations
-Models and writes
words on the board
-Check vocab by using
slap the board

-Gives the poster and
instruction

-Guides to do the
exercise prediction
-Writes them on BB
-Reads the text

-Teaches the words in
context

-Guides s to do exercises
B1, 2 p.66

-Correct their mistakes
-Reads the words clearly

-Go to the board
-Listen

-Repeat
- Write down
-Play the game in
groups

-Find and write the
words

-Copy down
-Guess which
statement are true/
false

-Listen and check
their prediction
-Copy down
-Answer the Qs in
oral writing

-Write the word
they hear

Bệnh viện
Nhà

hàng Hiệu

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week : 8 Period: 36 Teaching day: …………

Unit: 6 (cont) Lesson 4 B3 (p.67 )

Aims: Help student practice in preposition of places : in, on, near, next to and town and country vocabulary
Objectives: After the lesson, so we will be able to use preposition of places : in, on, near, next to and town
and country vocabulary

Teaching aids: pictures , wordcards

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

5’

10’

15’

* REVISION
Jumble words

Dasimut = stadium tiyc = city

Tplshiao = hospital useoh = house
Eaarrusntt = restaurant farotyc = factory
* PRESENTATION B4 p.67

I live in a … on a…, in a…, near a … where
friends meet to…

Matching

In near
Huế
On

Next to
* PRACTICE

Word Cue Drill

Example Exchange
S1: Where do you live?
S2: I live in [a village]

S2: I live near / next to [a lake] etc…
* FURTHER PRACTICE

Noughts and Crosses

Student use the same 9 words as the drill, with
the same exchange

-Ticks these
jumbled words on
BB

-Guides Ss to do
-Checks and
corrects

-Writes the missing
sentences on BB
-Draws the pictures
on BB

-Explains how to
use the preposition
-Guides to do the
matching exercises
-Ticks word cues
on BB

-Guides how to drill
-Gives the

examples
-Use the words
above to play
Noughts and
Crosses

-Close the books

2 s to go to BB
and write the
correct words
-Listen and fill in
blanks with the
suitable words
(with words Ss
hear)

-Draw the
pictures on their
notebooks and
writes the
preposition
-Do it in
individual
-See the word
cues

-Read the words
again

-Repeat the
examples

-Practise in pairs
-Play games

X <sub>X</sub>

Village City
Temple

</div>
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<b>LESSON PLAN</b>

School :

Teacher Class: 6

Week : 13 Period: 37 Teaching day: …………

Unit: 6 (cont) Lesson 5 C1 - 2 (p.68 - 69)

Aims: Help practise use the prepositions of place “in front of, behind, to the left of/right of” to describe the
position of a house

Objectives: After the lesson, so we will be able to use preposition of place to describe the position of a house
Teaching aids: pictures, poster

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

15’

* PRESENTATION
Pre-teach

In front of to the left of
Behind to the right of
Board Drill

Ex: S1: Where’s the tree?
S2: It’s [next to] the house
Presentation Text C 1 p.68
* PRACTICE

Comprehension Questions C1.68
Picture drill (p68)

Ex: Where are the [mountain]?
They’re [behind] the house.
* FURTHER PRACTICE
Matching C2 p69
Noughts and Crosses
P62 – 65 – 66

a lake a hotel a yard

trees a street a park

a rice paddy a river flowers
Ex: Near Thuy ‘s house, there’s a lake

Next to Minh’s house, there’s a store

-Introduces

-Presents new word
on BB

-Explains how to use
-Draws a house with
a tree next to, near
the…, in front of,…
-Gives examples
-Guides how to
practise

-Present the text
-Guides to answer
the questions
-Show the pictures
explains how to prac.
-Guides how to do
-Draws the table on
BB

-Guides how to

play Noughts and
Crosses

-Gives the models
on the board

-Close the books
-Listen

-Repeat
-Write down
-Repeat the
examples

-Practise in pairs
-Guess the
meaning of “a
well, mountains”
-Answer the Qs
-Ask and answer
without looking at
the text or written
Qs

-Do matching
exercise

-Make sentences
about Thuy’s
house and Minh’s

house

-Practise in
chorus

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : 6

Week : 13 Period : 38 Teaching day : ………….
UNIT 6 (cont) Lesson 6 (p70 - 71)

Aims : - Help Ss practise “where is…/ are ? ” questions and answers with town vocabulary and
prepositions of place to describe a street.

OBJECTIVES : - After the lesson, Ss will be able to use “where is…/ are ? ” Qs – As with town
vocabulary & preposition

Teaching aids : ………..

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

15’

15’
15’

* PRESENTATION :
Pre-teach C3 p.70

- the drugstore - the movie theater
- the toy store - the police station
- the bakery - between, opposite
Presentation Text C3 p.70

* PRACTICE :

Picture Drill C4 a) p.70

Guessing Game C4 b) p.71

*PRODUCTION :
Pyramid

Net works

factory a village

the stadium a rice paddy
paddy fields

Bingo * :

the bookstore, the mountains, the restaurant, the
hospital, the river, the factory, the drugstore,
trees, the police station, the bakery, the lake,

the photocopy store, the stadium, the museum,
the park, the movie theater, the rice paddy,
the hotel, the village, the toy store

Survey C5 p.71

S1 : What’s [in front of] your house ?

S2 : [A rice paddy]

- Introduces

- Presents new work
by pictures,
situations..
- Models & writes
- Explains

- Presents the text
- Guides to practice by
pictures

- Models

- Draws net works on
BB

- Explains how to do
- Gives examples

- Writes some words
on the board

- Reads these words
carefully

- Draws the table on
BB

- Gives examples
- Guides how to do
- Correct mistakes

- Close the
books
- Listen
- Repeat
- Copy down
- Listen &
repeat

- Use pictures
to practice in
pairs

- Copy down
- Give some
more works
- Discuss
with partner

- Remind the
words that
they’re learnt
- Choose any
9 words
- Practise in
group
- Copy down
- Fill in the
information
in the table

Name
in
front
of

behind opposite right left near

TOW
N

</div>
<span class='text_page_counter'>(41)</span><div class='page_container' data-page=41>

Teacher : ……….. Class : 6

Week : 14 Period : 40 Teaching day : ………….
UNIT 7 : <b>YOUR HOUSE</b> Lesson 6 (p70 - 71)

Aims : - Help Ss practise listening to a dialogue & reading a letter about a house to understand the
details

OBJECTIVES : - By the end of the lesson, Ss will be able to listen to a dialogue & reading a letter
about a house to understand the details

Teaching aids : posters, cassette

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

5’

10’
10’

* PRE-LISTENING
T/F prediction [Grid]
Answer key

- Writes 5 or 6
to talk about the main
ideas of the text on BB
- Turns on the Cassette
- Writes Ss’ prediction
on the board

- Turns on the cassette

once more

- Corrects mistakes

- Guides to read the
text

- Introduces the lesson
& give some new
words

- Checks vocabulary
by slap the Board
- Guides how to play

- Writes these
sentences on BB
- Writes their
prediction on the
board

- Guides Ss to read the
text & do exercises
- Guides how to write
from the main text
of the letter

- Read these
sentences carefully
- Listen to the tape

& tick Yes or No
- Give their
prediction

-Listen again & check
their prediction

- Repeat in chorus
- Listen

- Repeat
- Copy down
- Practise in groups

- Work in pairs to
predict the main ideas
of the text

- Read the text to
check their prediction
- Repeat in chorus
- Practise individually
- Change the

underlined
information

to describe their own
house & then draw a
picture of it as a photo

yes no

………big ? 

………small ? 

……a yard ? 

………a well ? 

………flowers ? 

...……trees ? 

* WHILE LISTENING

A1- IS YOUR HOUSE BIG ? p.72
* PRE-READING

Pre-teach

a garden, a vegetable, a photo
Slap the Board

T/F prediction

a) The house is in the country. (T)
b) There’s a river near the house. (F)
c) There are trees to the left of thehouse
d) There are two gardens. (T)

* WHILE – READING A2 p.73

Comprehension [Matching]
A2 p.73 a  e

* POST – READING / LISTENING
Transformation writing

(Describe Ss own house)

saân

vườn

rau

Cái
giếng
Bức

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : 6

Week : 14 Period : 41 Teaching day : ………….
UNIT 7 (cont) Lesson 2 (p72 - 75)

Aims : - Help Ss practise facilities vocabulary with “Is there a…/ Are there any…?” and short
answers to describe the town.

OBJECTIVES : - After the lesson, Ss will be able to use “Is there a…/Are there any… ? ” and
short answers

Teaching aids : pictures, poster.

Time Contents Teacher’s activities Student’s<sub>activities</sub>

1 2 3 4

15’

* PRESENTATION
Pre-teach

a bank, a clinic, a post office, shops,
a super market.

Presentation Dialogue A1 p.72

Model sentences

- Is there a yard?  Yes, there is

well?  No, there isn’t

- Are there any flowers? –Yes, there are
trees? – No, there aren’t
* PRACTICE

Picture Drill

A3 b) p.74 (8 pictures)

Example Exchanges

S1 : Is there [a hotel] near your house ?

S2 : Yes, there is. / No, there isn’t.

S1 : Are there any [shops] near your

house?

S2 : Yes, there are. / No, there aren’t.

* FURTHER PRACTICE

Matching A5 p.75

A4 p.74

or Listen and Draw

- Introduces the topic
- Gives new words on BB

- Models

- Explains the meaning
- Presents the dialogue
- Presents the models
on BB

- Explains how to use,
form,…

- Gives examples
- Models

- Show the picture
- Gives example
exchanges

- Guides how to practise
- Corrects mistakes

- Listen
- Repeat
- Copy down
- Listen
- Pick out the
models from
the dialogue
- Practise in
pairs

- Repeat
- Practise
- Repeat
- Practise in
pairs

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : 6

Week : 14 Period : 42 Teaching day : ………….
UNIT 7 : (cont) Lesson 3 (p76 – 77)

Aims : - Help Ss practise reading a text about Ba’s and Chi’s houses to understand the differences
between town and country

OBJECTIVES : - After the lesson, Ss will be able to read a text to understand the differences
between town and country

Teaching aids : pictures

Time Contents Teacher’s activities Student’s activities

1 2 3 4

5’

15’

* REVISION
Hangman

(stores)
(clinic) (post / office)

(bank) (super market)
(rice / paddy) (flowers)
* PRE-READING
Pre- teach

noisy # quiet a zoo
an apartment paddy fields
a market

Rub out and Remember
Kim’s Game

B1 picture p.76

- “There’s a zoo, a post office…”
B1 picture p.77

- There is a lake, a river…
* WHILE-READING

B1 p.76 (about Ba) – p.77 (about Chi)

Comprehension Qs [Matching]
B1 p.76 a  f

* POST-READING
Brain-Storm

In town In the country
…it’s noisy …it’s quiet
..we live in aparment …etc
…there aren’t any

paddy fields
…there’s a zoo
…there are shops
…etc

- Introduces the games
- Guides how to play
- Draws the pictures
and the lines on BB
- Elicits by a letter
- Presents new words
- Models and writes
words on BB
- Gives the meaning
- Checks vocabulary
by using R.O & R

- Guides to play
Kim’s Game
- Gives examples
-Reads the text clearly
- Guides to answer the
Qs

- Guides how to
practise

- Divide into 2 groups
- Guess the words
from the lines
- Practise in group
- Listen

- Repeat
- Copy down
- Read words again
- Write words again
- Practise

- Repeat in chorus
- Answer the Qs in
writing

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week: 15 Period : 43 Teaching day:
Unit 7 (cont) Lesson 4 B2-3 (p.77)

*<b>Aims</b>: Help Ss integrated skill practice to describe where we live

*<b>Objectives</b>: By the end of the lesson, Ss will be able to use integrate skill practice to
describe where we live

*<b>Teaching aids</b>: Wordcards, pictures, cassette

Time Contents Teacher’s activities StudenTeacher’s
activities
1

5’
15’
15’

15’

2
*<b>Revision</b>

transformation writing B2 p.77
Grid B3 p.77 (listening)

*PRSENTATION
Model sentences B4 p.77

*PRACTICE

Word cue Drill

town/country bank / post office
house/apartment supermarket/
market
hospital/factory shops/paddy fields
zoo/museum

*Example exchanges
S1: Do you live (in town)?
S2: No, I live (in the country)
S1: Do you live (near a lake)?
S2: No, I live( near a river)

<b>*FURTHER PRACTICE</b>

Find someone who..

Find someone wholives names
..in town

..in the country
..near a lake
..next to a market
..opposite a paddy field
..near a post office

Example exchange

S1: Do you live in town?
S2: No, I don’t/ yes, I do
S1: What’s your name?
S2: ………

S1: How do you spell it?

3
-Write a short
paragraph on BB.
Turn on the cassette
Presents the modals
Shows some word
cues on BB

-Models (2 times)
-Gives example
exchanges on BB
-Guide to read
-Let Ss practise

-Sticks the poster
on the board
-guide how to do
-Models (2-3 Ss)
-Gives example
exchange on BB

Read the paragraph
-Listen to the tape
and complete the
table.

-Copy down.

-Read the word cues
clearly

Repeat in chorus
-Copy down

-Practise based on the
example exchanges
-Practise in pairs

-Read the
information
-copy the chart on
their teacher.
-Listen+ practise
with their teacher.
-Copy down

</div>
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School :

Teacher: class: 6

Week: 15 Period: 44 Teaching day:
UNIT: 7 (cont)....Lesson : 5 C1-3 (p.18-80)

*<b>Aims</b>: Help Ss practise Simple present “ How” question and “by car/bike..” to talk about
transportations

*<b>Objective</b>s: By the end of the lesson, Ss will be able to use Simple present “How” question
to talk about transportation.

*<b>Teaching aids</b>: Pictures, poster

Time Content Teacher’s activities StudenTeacher’s

activities
1

5’

15’

10’

2
*<b>REVISION</b>

Guessing games

I’m going to the...

Ex:S1 Are you going to the bank?
S2: No, I’m not.

S3: Are you going to the clinic?
S2: Yes, I’m

<b>*PRESENTATION</b>

Pre-teach

By bike by bus by train
By motorbike by car by plane
What and where

Presentation text

C1-2 p.78-79

Model sentences

How do go to School :?
Does he travel to work?
I travel/go by bike
He travels/goes car
*<b>PRACTICE</b>

Substitution Drill:C2 p.18-79
Ex:

S1:how does(Lien) go to School :?
S2: She goes by (bike)

S1: How does (Mr Hai) travel to work?
S2: He travels by (train)

*<b>PRODUCTION</b>

Noughts and Crosses

Mrs Dung Mrs Lan Mr Hai
Lien Thu Tuan
Mr Ba Mr Kim Miss Hoa

3
-Guides how to do
-Gives the structure on
BB

-Gives example

-Introduces new words
by using the pictures
(p.78) and situation
-models and writes
-Checks vocabulary
-Presents the text
-Use the text to give
the model sentences

-Explain how to form,
use,..

-Uses the pictures C2
p.78-79

-Gives example
exchanges on BB.
-Models

-Draws the chart on
BB and explain how to
play games

-Choose a place in
town and complete
the sentence strip
-Practise in pairs

-Listen

-Guess and gives
words in English.
-Repeat &copy
down

-Practise in groups
-Repeat in chorus

-copy down
-Practise in pairs
-Look at the
pictures to ask and
answer based on
example

- Practise in pairs

-Copy down
-Divide into 2
groups

</div>
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School :

Teacher: Class:6

Week: 15 Period: 45 Teaching day:
UNIT: 7 (cont) Lesson: 6 C4-5 (p.81)

<b>*Aims</b>: Help Ss practise reading a text about Hoang’ daily routine for further practice in
simple present habitual actions

<b>*Objectives</b>: After the lesson, Ss will be able to read a text and use simple present
habitual actions

<b>*Teaching aids</b>: poster

Time Content Teacher’s

activities

StudenTeacher’s
activities

1 2 3 4

5’

10’

15’
15’

*<b>REVISION</b>: C3 p.80
Find some who

Find some who... Names
...get up at 5.30

...get up at 6
...walk to School :
...goes to School : by bus
...goes to School : by bike
Ex:S1: Do you get up at 5.30?
S2: Yes, I do./ No, I don’t
*<b>PRE-READING</b>

(open) Prediction

What time?
-He gets up

-He leaves the house
-School : starts
-School : ends
-He has lunch

<b>*WHILE READING</b> C4 p.80
Comprehension Questions C4 p.890

Lucky Numbers

<b>*POST-READING</b>

Survey

What time?
Name name
Get up

Go to School :
Classes start
Classes end
Go home
Have lunch

-Uses the
exer-cises C4 p.80 to
review

-Lets Ss play
“find someone
who”

-Sticks the
poster on BB
-Gives examples
-Models.

-Supplies the
chart on BB.
-Guides how to
do

-Writes the
times on BB
-Guides to read
the text.

-Correct mistake
-Gives the topic
&write the
things on BB.
-Guides how to
do

-Correct
mistakes

-Look at C4 p.80
again

-Divide into 2 groups
-Play games

-Copy down.
-Practise in pairs-
groups

-Copy down
-Guess what time
Hoang does the
following things.
-Gives the times
-Repeat in chorus
-Check their
predictions
-Copy down

</div>
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School :

Teacher: Class:6

Week: 16 Period: 46 Teaching day:
UNIT: 8 OUT AND ABOUT- Lesson 1: A1 (p.82)

*<b>Aims</b>: Help Ss practise present progressive positive statements with I/He/She/ to talk
about actions happening now.

*<b>Objectives</b> After the lesson, Ss will be able to use to present progressive statements
“I/He/She”

*<b>Teaching aids</b>: pictures and poster

Time Content Teacher’s activities Student’s

activities

1 2 3 4

15’

*<b>PRESENTATION</b>

Pre-teach

(to) play video games (to) drive
(to) ride a bike (to) wait for

Rub out and remember

Presentation Text A1 p.82

Model sentences

I am (‘m) playing games
He/She is (‘s) riding a bike
*<b>PRACTICE</b>

Picture Drill

Ex: a) I’m (walking to School :)
b) he’s/ she’s (waiting for a bus)

<b>*PRODUCTION</b>

Noughts and Crosses

S1: I’m walking to School :.

walk to school drive a bus travel by bus
Wait for a ride a bike play a game
train

Go by plane drive a car ride a
motorbike

-Introduces new
words by pictures,
situations

-Models& writes
-Gives the meaning

-Check vocabulary
-Present text A1p.82
-Shows the top 3
pictures.

Gives the model
sentences on BB
-Draw some
pictures on BB
-Let Ss guess and
give words about
each picture
-Gives example
-Models

-Guide how to do
Noughts and
Crosses

-Gives examples
&writes the chart
on BB

-Calls some Ss to
models

-Listen
-Repeat
-Copy

-Practice in oral
-repeat in chorus
-See the pictures
-Practise

individually

-See the pictures
-Guess and give
words of each
picture

-Repeat and
chorus
-Practise
individually

-Repeat examples
-Copy down
-Divide into 2
groups

</div>
<span class='text_page_counter'>(48)</span><div class='page_container' data-page=48>

<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week: 16 Period: 47 Teaching day:
UNIT: 8 (cont) Lesson 2: A1 (p.82)

<b>*Aim</b>: Further practise in present progressive positive statement with I/you/we/they/he
/she to talk about actions happening now

<b>*Objectives</b>: After the lesson, Ss will be able to use present progressive positive “I/we
/they/he/she”

<b>*Teaching aids: </b>

Time Content Teacher’s activities Student’s activities

1 2 3 4

5’

10’

15’

<b>*REVISION</b>

What and where

Walk drive wait watch TV
Do ride a bike

Play travel get up

<b>*PRESENTATION</b>

Presentation text: A1 p.82
Model sentences

I am (‘m) walking
She/he is (‘s) waiting
We/you/ they are (‘re) traveling

<b>*PRACTICE</b>

Picture Drill

Ex: S1: I’m ( walking to School :)
S1: She’s (playing video games)
S2: They’re (waiting for a bus)

<b>*FURTHER PRACTICE</b>

Word square

Ex: They’re going to School :

W U P D O X

A K L A W T

T R A V E L

C I Y G O G

H D R I V E

Q E W A I T

Up, travel, go, drive, wait
Watch, ride, play, we, get
Walk, go, get TV

-Write these words
-Erases the words
-Guides to read

-Present the text and
introduces the
model sentences.
-Explains how to
use, form,..

-Draws the pictures
on BB

-Elicits Ss to give
the words for each
pictures.

-Gives example
-Models

-Guides how to do.

-Gives examples
-Sticks the poster on
BB

- Lets Ss find words

-Read the words again
and write them.

-Practise individua lly
-Repeat in chorus
-Practise the present
progressive.

-See the pictures
-Gives the words
-Practise orally –
written.

</div>
<span class='text_page_counter'>(49)</span><div class='page_container' data-page=49>

Teacher: Class:6

Week: 16 Period: 48 Teaching day:
UNIT: 8 (cont) Lesson 3 A2 (p.85)

<b>*Aims</b>: Help Ss practice present progressive “WH” Qs with “she/he/they” to talk about
actions happening now.

<b>*Objectives</b>: After the lesson, Ss will be able to use present progressive“Wh” Qs with
“she/he/they”

<b>*Teaching aids</b>: pictures

Time Content Teacher’s activities Student’s activities

1 2 3 4

5’

10’

15’

<b>*REVISION</b>

Slap and board

Matching: A4 p.84 a) – f)

<b>*PRESENTATION</b>

presentation: A2 and A3 p.83
model sentences

what ‘s (is) he/she doing?
are you/they

<b>*PRACTICE</b>

Picture Drill: A3 p.83
Example Exchanges
A3 p.83- A4 p.83

a) S1: what’s he doing?
S2: He’s doing his homework
b) S1: What are they doing?
S2: They’re waiting for a bus.

<b>*FURTHER PRACTICE</b>

Answers given
A6 p.85 a-c

-Sticks at the picture
cues from lesson
1&2 drill on BB
-Say “He’s walking
-Guides how to do
-Presents and
practi-ses the model
sentences

-Gives examples
-Use the pictures on
p.83 to practice
- Gives exchanges
-Models

-Let Ss closed pairs

work drill.

-Guides how to
write the answers
-Gives examples

-Say the whole
sentences “He
walking to School :”
-Do matching
exercises

-Practise in pairs
-Copy down

-See pictures, whole
class drill

-Repeat
-Repeat

-Practise in closed
pair

</div>
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<b>LESSON PLAN</b>

School :

Teacher: Class: ....

Week:17 Period: 49 Teaching day:
UNIT: 8 (cont) lesson 4 B1 (p.86-87)

<b>*Aim</b>: Help Ss practise reading a picture story about s truck driver to understand the
main ideas and details..

<b>*Objectives</b>: By the end of the lesson, Ss will be able to read a picture story about a truck
driver

<b>*Teaching aids</b>: Pictures and poster

Time Content Teacher’s activities Student’s activities

1 2 3 4

15’ <b>*PRE-READING</b>

Pre-teach
1.a truck diver
2.a farmer
3.(to)load
4.(to)unload
5.a food stall
6.(to)arrive at

Ordering statements

1. going to HN I think I read

2. meeting to a 3

3. having breakfast b etc
4. going to a farm c
5. loading vegetable d
in the truck e
6.unloading the truck f

Answer key

a.4 b.2 c.5 d.1 e.6 f.3

<b>*WHILE-READING</b> B1 p.86
Comprehension Questions B1 p.87

<b>*POST READING</b>

Lucky Numbers
1. LUCKY NUMBER !

2. What are they doing on page 10?
3. What the students doing on p.21
picture a?

4. What are they doing on p.22?
5. What are they doing on p.37?
6. LUCKY NUMBER!

7. What’s he doing on p.51?
8. What’s he doing on p.56, first
picture?

9. What are they doing on p. 67?
10. What are Lien and Thu doing on
p.78?

-Introduces the
lesson

-Present new words
by pictures in books
-Write the words
and meaning on BB
-Lets Ss match The
words with the
meanings

-Write 6 phrases,
not order on BB
-Writes Ss’s
predict-ions on BB

- Guides to read the
text.

-Corrects mistakes

-Guides to read the
text again and
answer the
questions.

-Guides how to play
Writer the numbers
on BB

- see the pictures in
their books

- Practise

- Match the words
with the meanings
- Copy down
- work in pairs or
groups to predict the
ordinal of phases
into the later
- Read the text to
check prediction and
write or the right
order

- copy down

- Read the text
again& understand it
to answer the

questions
- Divide into 2
groups

</div>
<span class='text_page_counter'>(51)</span><div class='page_container' data-page=51>

Teacher: Class:6
Week: Period: Teaching day:
UNIT: (cont)

<b>*Aims</b>:

<b>*Objectives</b>:

<b>*Teaching aids</b>:

Time Content Teacher’s activities Student’s activities

1 2 3 4

15’

11. LUCKY NUMBER!

12. What’s Hoang doing on p.80?
13. What are they doing on p.86,
picture?

14. What are they doing on p.86,
picture d?

15. What’s doing on p.87?
Lesson 5:(cont)

<b>*FURTHER PRACTICE</b>

write it up
C2 p.89-90 a)- d)

</div>
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<b>LESSON PLAN</b>

Shool :

Teacher: Class: 6

Week : 17 Period: 50 Teaching day: …………

Unit: 8 (cont) Lesson 5 C1 - 2 (p.89- 90)

<b>Aims:</b> Help & practice, listening a dialogue about School : to understand details & practicing cardinal
numbers, ordinal numbers and “Which” questions to talk about School :.

<b>Objectives:</b> After the lesson, so we will be able to listen a dialogue, and use practicing cardinal
numbers, ordinal numbers and “Which” questions

<b>Teaching aids:</b> poster, cassette, player

Time Contents Teacher’s activities Studen’s

activities

1 2 3 4

15’ *PRESENTATION
Pre-teach

A policeman (to) park

Difficult (to) turn left/ right
A sign (to) straight
One-way

Noughts and Crosses
S1: What’s he doing?
S2: He’s driving a car.

drive a car ride a bike walk

ride a motorbike park wait for a bus
turn left go straight turn right
Presentation Text C1 p.89

Comprehension Questions
1. What does Hoan do?

2. Is his job difficult? Tell me why (in VNese)
3. What does this sign mean? (p.89) Can
4. What does this sign mean? (can’t p.89)
Model Sentences

- You can park here
-You can’t go into that street.
[can not]

Picture Drill

Ex: S1: What does this sign mean?
S2: You can [park here]

can’t [turn right]

-Introduce the
lesson

-Present new words
-Models and writes
on BB

-Gives the meaning
-Guides how to
play Noughts and
Crosses

-Gives examples
-Draws the table on
BB

-Present text by
giving the

comprehension Qs
-Write these Qs on
BB

-Lets s answers
-Gives the model

sentences on BB
-Points out the
intonation & stress
-Explains how to
use, form, meaning
-Draws these
pictures on BB
-Gives examples

-Listen
-Repeat
-Copy down

-Divide into 2
groups

-Practise in
groups

-Read the Qs
-Answer
-Practise in 

individually
compare with
partner

-Practise and
repeat

-Repeat
-Copy down
-Practise in
pairs

</div>
<span class='text_page_counter'>(53)</span><div class='page_container' data-page=53>

<b>LESSON PLAN</b>

Shool :

Teacher: Class: 6

Week : 17 Period: 51 Teaching day: ……….

Unit: 8 (cont) Lesson 6 C3 - 4 (p.90- 91)

Aims: Help student read the text about Road Signs to understand MUST and MUSN’T for obligation/
prohitbition

Objectives: After the lesson, so we will be able to read the text & use MUST and MUSN’T
Teaching aids: poster, cassette, player

Time Contents Teacher’s activities Student’s

activities

1 2 3 4

15’

15’
15’

* PRE_READING
Pre-teach

Dangerous (to) slow down
An accident (to) go fast
An intersection (to) warn us
T / F Prediction

a) Slow down  b) Turn left 

Go straight Don’t turn left
c) Turn right d) Slow down
Go straight or Don’t’ go straight
Turn left  ahead 

e) Park here f) Cars & trucks go
here

Don’t park here  Motorbike go here

g) Don’t go straight h) Park here 

Don’t turn right Don’t park here
Or turn left

* WHILE READING
C3 p.90

* POST READING C4p.9 (Listening)

Pictures Drill

C4 p.91 a) b) d) g)
Examples Exchange

S1: What does this sign mean?
S2: You must [slow down.]

n.b c) e) f) and h) use can /can’t

-Introduce the
lesson

-Present new words
-Models and writes
words on BB
-Gives the meaning
-Check vocab
-Write these
sentences on BB
-Guides how to do
-Make a (X) cross
on the sentences
s guess

-Guides to read the
text

-Corrects their
mistakes

-Guides to read the
text again

-Draws the pictures
on BB

-Gives examples
-Guides how to
practise

-Listen
-Repeat
-Copy down
-Practise
wordsquare
game
-Copy down
-Look at the
pictures in
C4p.90
and choose
the

correct
statements
for each one
-Read the
text and
check their

predictions
-Copy down
-Repeat
-Listen and
number
the sign as s
hear

</div>
<span class='text_page_counter'>(54)</span><div class='page_container' data-page=54>

School :

Teacher: Class:6

Week: 18 Period: 52 Teaching day:

UNIT: 8 (cont) Lesson 7 GRAMMAR PRACTICE (p.92-95)

<b>*Aims</b>: Help Ss further practice in simple present Vs, present progressive, preposition of
place, question. Word, can / can’t / must / mustn’t

<b>*Objectives</b>: By the end the lesson, Ss will be able to use what they’ve learned by doing
many exercise

<b>*Teaching aids</b>: pictures

Time Content Teacher’s activities Student’s activities

1 2 3 4

5’ VERBS OF TRAFFIC AND TRANSPORT

Pyramid Networks Bingo
Stop, ride a bike, wait, turn right,
drive, load, go fast, travel, go
straight, turn left, park, unload,
walk, take, warn, slow down

PRESENT PROGRESSIVE WITH I / She / He

Chain game:

S1: I’m watching TV

S2: She’s watching TV and I’m
playing…

S3: She’s watching TV, he’s
playing video games and I’m …ect

PRESENT PROGRESSIVE ALL PERSONS

Grammar or practice: 2 p. 92 a – g
Yes / No question with present
progressive

Question game:

Ex: S1: Are you driving?
S2: No, I’m not.
S3: Are you……..ect?
Mapped dialogue:

Ex: S1: Are you watching TV?
S2: No, I’m not

S1: Are you listening to the
radio?

- Read these words
of Bingo

- Reviews the
structure of present
progressive

- Guides how to
practise

- gives examples
- models

- Guides to do
exercise

- Reviews “Yes /
No questions with
the present

progressive” and
writes it on BB
- gives examples

exchanges

- Draws the to make
dialogue on BB
- Give example
exchange
- Models

- Divide into 2
groups
- Play games
- Practise in groups
- Remind structure
- Practise in pairs -
individual

- Do exercise
- Remind the
structure

- Practise in pairs
- Copy down
- Listen
- repeat

</div>
<span class='text_page_counter'>(55)</span><div class='page_container' data-page=55>

School :

Teacher: Class:6

Week: Period: Teaching day:

UNIT: (cont)

<b>*Aims</b>:

<b>*Objectives</b>:

<b>*Teaching aids</b>:

Time Content Teacher’s

activities

Student’s
activities

1 2 3 4

S2: No, I’m not
S1: Are you reading?
S2: No, I’m not

S1: What are you doing?
S2: I’m playing games!

Present Simple : Vs present progressive
Gap Fill: Grammar practice 5 a – e
prepositions of place

Matching:

To left of to the right
Opposite in
Between behind
Near next to
On in front of
Listen and draw:

“There’s a house. Behind the house there are
mountains. To the left of the house there’s a
tree. In front of the house there’s a river. To the
right of the house a man is riding a bike”

Gap Fill: Grammar practice 3 p.93
QUESTION WORDS

Grid:
John
Hoa
Binh

35
21
12

Teacher
Farmer
student

Hue
Ha

Tinh
HCMC

05.30
04.00
06.00

13.00
18.00
15.30
Ex: S1: What’s his name?

S2: John

S1: How old is he?
S2: Thirty five

- Guide to do
exercise

- writes words and
draws pictures on
BB

- Guides Ss to
mistakes

- Correct mistakes
- Reads the
paragraph clearly

- Correct mistakes
- Guides to do
exercise

- Draws the table
on BB

- Guides how to
do

- Gives examples
- Models

- Correct mistakes

- Do exercise in
writing

- copy down
- Go to the
board and match
the words with
pictures

- Practise
individually –
Compare with
partners
- listen and
draw the

pictures
- One student
draws the
picture on BB
- Practice -
individually
- Do exercise in
notebook

</div>
<span class='text_page_counter'>(56)</span><div class='page_container' data-page=56>

<b>LESSON PLAN</b>

School :

Teacher: Class:6
Week: Period: Teaching day:
UNIT: (cont)

<b>*Aims</b>:

<b>*Objectives</b>:

<b>*Teaching aids</b>:

Time Content Teacher’s activities Student’s activities

1 2 3 4

S1: what does ho do?
S2: He’s a teacher
S1: where does he live?

S2: In Hue

S1: What time does he get up?
S2: Five thirty

S1: What time does he come home?
S2: One o’clock

MUST and CAN
Noughts and Crosses
S1: What does this sign mean?
S2: You [must slow down]
[can park here]

- Remind how to
use “Must and Can”
- Guides how to
play Noughts and
Crosses

- Gives examples
- Models

- Draws the table on
BB

- Correct mistakes

- Say how to use “Must
and Can ”again

- Divide into 2 groups
- repeat

</div>
<span class='text_page_counter'>(57)</span><div class='page_container' data-page=57>

School :

Teacher: Class:6

Week: 19 Period: 56 Teaching day:
UNIT: 9 THE BODY – Lesson 1: A1-2 (p.96-97)

<b>*Aims</b>: Help Ss learn about Nouns to talk about parts of the body

<b>*Objectives</b>: By the end of lesson, Ss will be able to use Nouns to talk about parts of the
body

<b>*Teaching aids</b>: pictures, posters

Time Content Teacher’s activities Student’s activities

1 2 3 4

PRESENTATION

Pre – teach: A1 p. 96

Head arms feet (a foot)
Chest hands fingers
Shoulders legs toes
Rub out and remember:

PRACTICE:

Simon says:

- Simon says touch your head
- Simon says touch your chest
- Touch your shoulders! …..
Picture Drill: A1 p.96

Example exchanges: A2 p.97
A: What’s that?

B: That’s his [head]
A: What are those?

B: Those are his [shoulders]

- Introduce the
lesson by the
pictures

- Labels the pictures
on board to teach
new words

- Uses this picture
again to practice
- Guides how to
play this game

- Says these
command

- Use the picture A1
p.96 again

- Gives the model
sentences

- Explains

- Listen
- repeat
- copy down
- Get Ss to re-label
the picture and
practice

</div>
<span class='text_page_counter'>(58)</span><div class='page_container' data-page=58>

<b>LESSON PLAN</b>

School :

Teacher: Class: 6

Week: 19 Period: 57 Teaching day:
UNIT: 9 (cont) Lesson 2: A2 – 5 (p.97-98)

<b>*Aims</b>: Help Ss to learn to describe Physical Appearance

<b>*Objectives</b>: By the end the lesson, Ss will be able to describe Physical Appearance

<b>*Teaching aids</b>: Posters

Time Content Teacher’s activities Student’s activities

1 2 3 4

REVISION

Hangman / Shark Attack:
E.g: S h o u l d e r s

_ _ _ _ _ _ _ (fingers)
_ _ _ _ _ (chest)
_ _ _ _ (feet)
_ _ _ _ (arms)
_ _ _ _ (legs)

PRESENTATION

Pre – teach: A3 p.97

Tall # short heavy # light
Fat # thin strong # weak
Noughts and crosses:

tall big fat

small thin short
quiet light heavy

PRACTICE

T / F Repetition Drill: A4 p.98

FURTHER PRACTICE

Predict: A4 p.98
Grid: (with answer key)

Tall?short?fat?thin? Listen
a (thin, tall) (4)
b (short, fat) (3)
c (tall, fat) (2)
d (heavy, fat) (1)

- Guides how to
play Hangman
game

- Gives the blanks
lines on BB
- Let Ss give the
meaning words
- Check corrects
- Uses the pictures
in A3 p.97 to teach
new words

- Guides how to
play game

- Give examples
- Read the sentences
describing the
physical appearance
- Draws the table on
BB

- Guides how to
practise

- Practise guessing
the words by
Hangman
- Divided
into 2 groups
- Practise in pairs
- listen and repeat
- copy down

- Ss make sentences:
“she’s tall and she’s
tall girl”

- Practise and repeat
the correct sentences
- Fill in the Adj for
the people in the
picture a – d

</div>
<span class='text_page_counter'>(59)</span><div class='page_container' data-page=59>

School :

Teacher: Class:6

Week: 20 Period: 58 Teaching day:
UNIT: 9 (cont) Lesson 3: B1 (p.100)

<b>*Aims</b>: Help Ss to learn Face vocabulary (Nouns and Adjectives)

<b>*Objectives</b>: By the end of the lesson, Ss will be able to use Face vocabulary describe
Faces

<b>*Teaching aids</b>: Pictures, wordcards

Time Content Teacher’s activities Student’s activities

1 2 3 4

REVISION:

Pelmanism:

HEAVY FAT BIG TALL

LIGHT THIN SMALL SHORT

NOISY
QUIET
PRESENTATION

Pre – teach: B1 p.100

- eyes lips hair mouth
- ears teeth (tooth) nose
Rub out and remember:

Slap the board:

PRACTICE

Wordsquare:

N A I R X F

N E F A T I

E O Y F E N

A B S E E G

R T H E T E

M O U T H R

H E A V Y S

Hair, fat, mouth, see, the, out,
heavy.

Ear, arm, near, toe, to, feet,
fingers,

Nose, eye

- Uses the pictures
to introduce the
lesson

- Sticks the cards on
BB

- Guides Ss to play
game

- Let Ss play the
game in groups
- Sticks the pictures
on BB to teach new
words

-Read the words and
check the meaning
- Checks vocabulary
by 2 techniques
- Sticks the poster
on BB

- Guides how to
find the words

- gives examples to
make it clear

- Checks and correct
mistakes

- gives the answer
keys on BB

- divides into 2
groups

- Go to the BB to
choose two cards and
open this. If 2 cards
are the antonym
words, Ss get marks
- See the pictures to
guess the words or
meaning

- Listen and repeat
- copy down
- Practise in groups
- see the poster
- Find the meaningful
words individually –
compare with their
friends

</div>
<span class='text_page_counter'>(60)</span><div class='page_container' data-page=60>

<b>LESSON PLAN</b>

School :

Teacher: Class:6

Week: 20 Period: 59 Teaching day:
UNIT: 9 (cont) Lesson 4: B2-3 (p.101)

<b>*Aims</b>: Help Ss learn Adjectives of colour to describe features

<b>*Objectives</b>: By the end of the lesson, Ss will be able to use the Adjectives of colour to
describe features

<b>*Teaching aids</b>: Pictures, wordcards, poster.

Time Content Teacher’s activities Student’s activities

1 2 3 4

REVISION: Jumbled words

Yees (eyes) cefa (face) sone (nose)
Hari (hair) spli (slip) dreshoul

PRESENTATION

Pre – teach: B2 p.101

- color gray blue white green

- black red brown yellow purple
Finding Friends: (with answer key)

She has eyes hair lips teeth
Black

Brown
Gray
White

Red
Yellow

Blue
Green

Pink











Dialogue build:

- Hoa: I have a new doll
- Mai: What color is her hair?
- Hoa: It’s black

- Mai: What color is her eyes?
- Hoa: They are brown

PRACTICE

Picture Drill: B3 p. 101 (4 dolls)
Example Exchanges:

A: What color is her hair?
B: It’s [black]

A: What color are her eyes?
B: They are [brown]

- Writes the
incorrect words on
BB

- Explain how to do
- Introduces new

words

- Explain how to
use the words
- Gives the

instruction to play
the game

- Sticks the post on
BB

- Let Ss make
sentences “She
has…”

- Write the answer
key

- Builds the
dialogue

- Write it on BB
* N.b Don’t pre –
teach “doll” but
explain it in context
- Uses the pictures
in the books to
practice

- Gives example on
BB

- Guides to read

- Go to the BB
- Rewrite the correct
words

- Listen and repeat
- copy down
- listen

- see the poster
- Practise in pairs
- give the answer key
- Practise in pairs

- see the picture in
the books

</div>
<span class='text_page_counter'>(61)</span><div class='page_container' data-page=61>

School :

Teacher: Class:6

Week: 20 Period: 60 Teaching day:
UNIT: 9 (cont) Lesson 5: B1, 4-6 (p.101-102)

<b>*Aims</b>: Help Ss practice in Body vocabulary to describe people

<b>*Objectives</b>: By the end of the lesson, Ss will be able to use body vocabulary to describe
people

<b>*Teaching aids</b>: pictures, poster

Time Content Teacher’s activities Student’s

activities

1 2 3 4

REVISION: B6 p.102
PRE – READING:

Pre – teach: B1 p.100 a – f
- round – a round face
- oval – an oval face
- full – full lips
- thin – thin lips
- long – long hair
- short – shot hair
Matching: B5 p.102

1. He has an oval face and thin lips
2. He has a round face

3. She has a small face and long hair
4. Her hair isn’t long and isn’t short. She

has full lips

Answer key: a) 1 b) 3 c)2 d) 4
(Gap Fill) Prediction: B4 p.101

Min Chi is ______ and thin. She has a
face, _____ _____ hair, _____ eyes, a
nose _____, _____ lips and small _____
teeth

WHILE – READING: B4 p.101

Comprehension questions: B4 p.101

POST – READING

Survey:

partner mum My

dad Brother/sister
Body

Face
Hair
Eyes

Thin
round
Short,
Black

etc
Write it up:

E.g: My father is thin

He has short black hair and brown eyes,…

- Uses B6 p.102 to
review

- introduces the new
words by pictures
- Reads the words in
model

- Explain how to use
- Checks the meaning
- Guides how to do
- Reads these
sentences clearly
- Gives the answer
keys

- Correct mistakes
- Sticks the gap – fill
on BB

- Shown the only
picture

- Guides to read the
text and answer the
questions

- Stick the poster on
BB

- Guides how to prac
- Gives examples on
BB

- Let Ss practise

- Review the
lesson

- See the picture
to guess the
words

- listen and repeat
- copy down
- listen and write
the number next
to the correct
picture

- Give the answer
- Look at the
picture only to

guess the gap fill
- read the text &
correct their gap
fill prediction
- Ask and answer
in pairs

- Base on the
information in the
poster to practice
- listen

- Practise

</div>
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School :

Teacher: Class:6

Week: 21 Period: 61 Teaching day:

UNIT: 10 STAYING HEALTHY Lesson 1: A1, 2, 5(p.104-106)

<b>*Aims</b>: Help Ss learn about how we feel using Adjective of Physical state

<b>*Objectives</b>: By the end of the lesson, Ss will be able to talk about how we feel using
the Adjectives of physical state

<b>*Teaching aids</b>: picture, wordcards

Time Content Teacher’s activities Student’s activities

1 2 3 4

REVISION

Picture on p.104 -105
S1: What’s this color?
S2: It’s green

PRESENTATION
Pre – teach: A1 p.104
Hungry full cold
Thirsty hot tired
Matching:

PRACTICE
Word Cue Drill:

Hungry Thirsty Hot
Cold Tired Full
Ex: S1: How do you feel?
S2: I’m [hungry]
Picture Drill Cues:
A1 p.104 (a - f)

A5 p.106 (pictures only)
Example Exchange: A2 p.105
Matching: A5 p.106 a – f

- Nhan is hungry. He’d like noodles

- Phuong is thirsty. She’d like a
drink

- Ba is full
- Huong is cold
Answer key:

Phuong b), Nhan a), Ba f), Huong a)
FURTHER PRACTICE

Guessing game:

Ex: S1: Are you thirsty?
S2: No, I’m not
S3: Are you cold? etc

- Use the pictures on
p.104-105 to practise
- gives example on BB
- Introduces new words
by using pictures.
-Models the words and
write them on BB
- Checks by matching
- Uses word cue to
practise

- gives the model
sentences

- guides how to Drill
- Uses pictures on A1
p.104 and A5 p.106
- gives examples
- Guides how to match
- Reads the sentences
clearly

- Checks the answer
- Gives the answer key
- Guides how to
practice guessing game

- Work in pairs, takes
in it turn to point at
the different pictures
on p.104-105

- Ask and answer
- listen

- repeat
- copy down
- Match the words
with the meanings
- Read the words in
card in chorus
- Practise speaking
based on the model
sentences

- Practise in pairs
- Practise in pairs

- See the picture and
listen to their teacher
to match

- Give the answers

</div>
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Teacher: Class: 6

Week: 21 Period: 62 Teaching day:
UNIT: 10 (cont) Lesson: A3-4 (p.105-106)

<b>*Aims</b>: Help Ss practice reading a dialogue recognize Polite offers and Requests

<b>*Objectives</b>: After learning, Ss will be able to talk about Polite offers and Requests with
“what would you like?” and “I’d like some / a.. / to..?”

<b>*Teaching aids</b>: pictures, posters

Time Content Teacher’s activities Student’s activities

1 2 3 4

PRE – READING:
Pre – teach:

Some orange juice = a drink noodles

(to) want = would like (to) like
Predict dialogue:

N: How do you feel?
L: I’m ____ and _____
N: What would you like?

L: I’d like some _____. What about
you?

N: I’m ____. I’d like some _____
WHILE – READING: A3 p.105
Matching:

Hot Lan Nam Ba
Tired

Thirsty
Full
Hungry
Noodles
A drink /
Orange juice
To sit down

Hot

Answer key:

Lan: hot, thirsty, a drink / orange juice

Nam: hungry, noodles

Ba: tired, to sit down…..
POST – READING:
Mapped dialogue:

 

Feel?
Like?
Thirsty?

Cold + hungry
Some noodles.

feel

- Introduces new words
- Models the words and
writes them on BB
- Checks vocabulary
- Writes the missing
dialogue on BB
- Guides how to
complete

-Let Ss practice

- Guides Ss to dialogue
- Checks their

comprehension by
matching exercise
- writes the table on BB
- Check and correct
mistakes

- Gives the answer key

- Draw the map on BB
- Guides to practice
- Model once before

- Listen

- Repeat in chorus
and individual
- Copy down
- Guess and
complete the
dialogue

- practice in pairs
- Read the dialogue
and correct their
prediction

- Read the dialogue
again and match the
key words to people

- Copy down
- Gives the answer
- copy down

- Write it on their
notebooks

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : ……..

Week : ………… Period :……… Teaching day : ………….
UNIT: (cont)………

Aims : ………..
………..
Methods : ……….

Teaching aids : ………..

Time Contents Teacher’s activities Student’s activities

1 2 3 4

…like ?
…orange juice

Example Exchange
S1 : How do you feel ?

S2 : I’m cold and hungry

S1 : What would you like ?

S2 : I’d like some noodles. How do you

feel ?
S1 : I’m thirsty

S2 : What would you like ?

S1 : I’d like some orange juice

- Gives examples after
completing the
mapped dialogue
- Lets Ss practise

- Write the complete
dialogue on their
notebooks

</div>
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Teacher : ……….. Class : 6

Week : 21 Period : 63 Teaching day : ………….
UNIT 10 : (cont) Lesson 3 (p110 – 111)

Aims : - Help Ss learn about uncountable and plural food and drink nouns, polite requests and
polite offers.

OBJECTIVES : - After learning, Ss can practice food & drink nouns, “I’d like some…” & “What
would you like?”

Teaching aids : pictures

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

* PRESENTATION

Pre-teach B4 p.110 & B5 p.111

some chicken some vegetables
fish (a vegetable)
meat

rice
fruit
milk

Rub out and Remember B5 p.111

Matching / Grids B5 p.111

- Introduces new

words by using
pictures

- Reads the words and
writes them on BB
- Checks the meaning
of words

- Checks vocabulary
by Rub out and
Remember

- Guides how to play
- Draws the table on BB
- Guides how to do
- Reads the dialogue
clearly

- Checks and corrects
mistakes

- Presents the dialogue
on p.110

- Guides Ss to read
- Gives the model sents.
- Uses the pictures on
p.110 & p.111 to practise

- Gives examples on BB

- Guides how to play
chain game

- Gives examples
- Models

- Lets Ss practise

- Listen and give
the words or
meanings

- Repeat in chorus
and individual
- Write the
meaning of words
on BB

- Copy down
- Play game
- Copy down
- Listen and match
the names of the
people with what
they would like
- Copy down
- Listen

- Repeat in chorus
and individual

- Practise in pairs
- Look at the
pictures on p.110
& 111

- Practise in pairs
- Listen

- Repeat
- Practise in
groups
a b c d e f g h

Nhan  

Tuan  

Huong  

Mai  

Presentation Dialogue B4 p.110

Model Sentences

I’d like some chicken / rice / orange juice
vegetables
* PRACTICE :

Picture Drill B4 p110 (Menu)

B5 p.111 picture a  h

Ex : What would you like ?
I’d like some ____
* PRODUCTION
Chain Game

Ex : - I’d like some fish

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : 6

Week : 22 Period : 64 Teaching day : ………….
UNIT 10 : (cont) Lesson 4 (p108 – 109)

Aims : - Help Ss learn Some / Any with There is / There are, positive, negative and Y/N Questions
OBJECTIVES : - After learning, Ss will be able to talk about Food and Drink, use Some / Any

with There is / There are

Teaching aids : ……….

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

* REVISION a drink milk
Pyramid / Networks

rice fruit
noodles meat

chickens vegetables orange juice
* PRESENTATION

Pre-teach B1 p.108 a) – d)

an apple a banana
an orange water
Diction Lists : a, an, some

- Reviews the lesson
- Elicits Ss to give some
words about food and
drink

- Writes them on BB
- Introduces new words
- Reads & writes them
on BB

- Guides how to write
- Reads : rice, water,
banana, milk, apple,
vegetables, meat, orange
noodles, hot drink, bread

- Presents the dialogue
- Writes the table on BB
- Guides how to do
- Gives the model sents.
- Explains how to form,
use, …..

- Gives some examples
to practise

- Uses the pictures on
p.108 to practice
- Gives examples

- Listen

- give some words
about food and
drink

- Practise in pairs
-Listen give words
- Repeat in chorus
and individual
- Copy down
- Write dictation
- Listen to their
teacher

- List the words

according to
groups

- Tick () what’s

for lunch on the
list

- Listen
- Repeat
- Copy down
- Practise

- Practise in pairs
a an some

banana an apple rice, water
hot/cold drink

….

an orange
…

milk,…
….
Presentation Dialogue B2 p.109

Comprehension (with Answer key)
meat () fruit ()

rice () water ()

noodles milk

Model Sentences
(+) There’s some rice
(?) Is there any rice ?
(-) There isn’t any rice
(+) There are some apples
(?) Are there any apples ?
(-) There aren’t any apples
* PRACTICE

Picture Drill B1 p.108

Example Exchange B3 p.109
DRINK
FOO

</div>
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Teacher : ……….. Class : 6

Week : 22 Period : 65 Teaching day : ………….
UNIT 10 : (cont) Lesson 5 (p112 – 113)

Aims : - Help Ss practise speaking about favourite food and drink “Would you like…?” and “Do
you like…?”

OBJECTIVES : - After learning, Ss can speak about favourite food and drink to contrast
Teaching aids : ……….

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

* REVISION
* PRESENTATION

Pre-teach C1 p.112 – C3 p.113

my favourite some carrots iced tea
food beans lemonade
drink peas apple juice
Picture Drill C1 p.112

Ex : S1: What are these ?

S2 : They are beans. What are those?

S1: They’re carrots

Rub out and Remember Dialogue
C2 p.112

Model Sentences
- Do you like vegetables ?
Yes, I do / No, I don’t

- Would you like some vegetables ?

Yes, I would / Yes, please

No, I wouldn’t / No, thank you
No, thanks
* PRACTICE

Word Cue Drill

- Reviews the lesson
- Introduces new words
by pictures

- Reads the words and
writes them on BB
- Checks the meanings
-Uses the pictures
(p112) to practise
- Gives examples
- Presents the dialogue
- Gives the models
sentences on BB
- Explains how to form,
use, …

- Guides to read
- Lets Ss practise
- Guides practise the
structures by words cue
- Puts words in cards
- Give example

- Models

- Lets Ss practise
- Guides how to
practise

- Gives examples

- Review
- Listen-guess
words & meanings

- Repeat in chorus
and individual
- Copy down
- See the pictures
& practise in pairs

- Practise
- Listen

- Repeat in chorus
- Practise in pairs

- Listen

- Read the words
in chorus

- Repeat

- Practise in pairs
- Practise

beans peas carrots milk
iced tea oranges rice apple <sub>juice</sub>
Example Exchange

S1 : Do you like [beans] ?

S2 : Yes, I do

S1 : Would you like some [beans] now ?

S2 : No, thanks ! / Yes, please

* PRODUCTION
Survey

S1 : Do you like chicken ? etc…

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : ……..

Week : ………… Period :……… Teaching day : ………….
UNIT: (cont)………

Aims : ………..
………..
Methods : ……….

Teaching aids : ………..

Time Contents Teacher’s activities Student’s activities

1 2 3 4

Nam likes chickens and orange juice
but he doesn’t like fish

- Gives example feed
back

- Draws the table on
BB

- Models

- Fill in information
in the table

- Practise
Nam likes doesn’t like

</div>
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Teacher : ……….. Class : 6

Week : 22 Period : 66 Teaching day : ………….
UNIT 11 : <b>WHAT DO YOU EAT ?</b> Lesson 1 (p114 – 115)

Aims : - Help Ss learn about Quantifiers and Containers.

OBJECTIVES : - By the end of the lesson, Ss will be able to use “Quantifiers (a kilo of …)” and
Containers (a bottle of…), to talk about things people buy at the store

Teaching aids : pictures, word cards, posters

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

* PRESENTATION
Pre-teach

egg oil soap
chocolate beef toothpaste
Slap the Board

Matching

grams of … <b>C O K E</b>

a kilo of …

T R A

a bar of… <b>1 2</b>
a can of…
a box of…

a tube of…
a packet of…

a dozen of… <b>1 K g</b>
a bottle of…

* PRACTICE

Rub out and Remember Dialogue
A1 a p.114

Picture Drill A1 b p.115

Example Exchange : (as in A1 a p.114)

Substitution Drill

Teacher says Ss says :
Water, oil, soap I’d like a bottle of…
Peas,… I’d like a bar of…

Pelmanism

- Introduces new words
by pictures

- Reads and writes
words on BB
- Checks vocabulary
- Sticks the poster on BB
- Ask Ss to match the
picture with words
- Gives examples
- Lets Ss practise
- Checks and corrects
mistakes

- Presents the dialogue
- Uses the pictures on
A1 p.115 to practise

- Uses example as in
A1 a p.114

- Guides how to practise
- Says the words

- Gives these cue words
on BB

- Guides how to do

- Checks and corrects

-Listen-guess
words & meanings

- Repeat in chorus
and ind.

- Copy down
- Play games
- See and read the
poster

- Match the words
with pictures
- Practise
individual

compare with
their partners
- Gives the answer

- Listen – Repeat
- Practise by using
the pictures
- Listen

- Say the model
sentences

- Practise in pairs

 ind.

- Reads the words
in cards clearly
- Practise
a bar of / soap a bottle of / water

a dozen / eggs a packet of / tea
a box of/chocolates a tube of /toothpaste
300grams of / chickens

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : 6

Week : 23 Period : 67 Teaching day : ………….
UNIT 11 : (cont) Lesson 2 (p116 – 117)

Aims : - Help Ss practise listening for specific

OBJECTIVES : - After learning, Ss can speak about favourite food and drink to contrast
Teaching aids : ……….

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

* REVISION

Pelmanism (see U 11 L1 above)

* PRE-LISTENING
Pre-teach

Can I help you ? How much…?
(to) want How many…?
(to) need

Rub out and Remember
Predict Dialogue

- Sales girl : Can I help you ?

- Ba : Yes, I’d like some (1)____, please
- S : How much do you want ?

- Ba : (2) ___grams, please
- S : Is there anything else?
- Ba : Yes, I need some (3)___
- S : How many do you want ?
- Ba : (4) ___ please

* WHILE-LISTENING A2 p.116

Comprehension Questions A2 p.116

*PRE-LISTENING
Pre-teach

* WHILE-LISTENING A3 p.117

- Reviews the lesson
- Introduces the lesson
by pictures

- Presents new words
- Reads and writes
words on BB
- Checks vocabulary
- Writes the predict
dialogue on BB
- Guides how to do
- Lets Ss fill in the
blanks

- Gives answers keys
after guessing
- Guides to listen and
answer the questions
- Presents new words
- Guides to listen and
do exercises

- Turns on the tape
- Draws the table on BB
- Presents new words

- Listen

- Repeat
- Copy down
- Read the predict
dialogue

- Predict and fill
in the blanks with
a suitable words
-Give the answers
- Listen and
answer the Qs
- Copy down
- Listen and fill in
the table with
a), b), etc…
- Copy down
- Gives the
answers
Phuong d

Dung e, a

Mai b

Nam c

* PRE-LISTENING
Pre-teach

</div>
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Teacher : ……….. Class : ……..

Week : ………… Period :……… Teaching day : ………….
UNIT: (cont)………

Aims : ………..
………..
Methods : ……….

Teaching aids : ………..

Time Contents Teacher’s activities Student’s activities

1 2 3 4

“Mom wants Nam to buy 4 things at
the store. Guess what 4 things she
need ? “

Guess Listen (Answer key)
1.

2.
3.
4.

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : 6

Week : 23 Period : 68 Teaching day : ………….
UNIT 11 : (cont) Lesson 3 (p116)

Aims : - Help Ss learn about quantities for shopping

OBJECTIVES : - By the end of the lesson, Ss will be able to use “How much…? ” “How
many…?” with “want and need” to talk about quantities for shopping

Teaching aids : pictures, posters

Time Contents Teacher’s activities Student’s activities

1 2 3 4

* REVISION
Dictation Lists :
How much../ many?
Answer key

- Reviews the structures
“How much/ How many”

- Guides how to write
dictation

- Reads some words
- Checks and corrects
- Presents the dialogue
- Guides to read it
- Gives the model sents.
- Explains how to use
- Give examples to make
it clear

- Models

- Gives the shopping list
on the board

- Explains and guides
how to practise

- Lets Ss read these words

- Gives example
exchanges on BB
- Models

- Reviews the usage
of “How much/
How many…?”
- Listen and write

-Write words on BB
- Repeat in chorus
- Listen

- Repeat

- Practise in pairs

- Copy down
- Read the shopping
list clearly

- Repeat in chorus
- Practise in pairs
How much… How many…

meat, milk, oil,
bread, beef, rice
chicken, soap,
….

oranges, bananas,
carrots,

chocolates, eggs,
apples, …
* PRESENTATION

Presentation Dialogue A2 p.116

Models Sentences
a. I need some beef
want

b. I need some eggs
want

 a) How much do you want ?

need ?
b) How many do you want ?
need ?
* PRACTICE

Blackboard Drill
Shopping Lists

300g beef 6 apples
1 Kg rice 1 doz. eggs
500g beans 2 bottles milk
3 packets noodles

Example Exchanges
S1 : I need some [beef]

S2 : How [much] do you want ?

</div>
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Teacher : ……….. Class : ……..

Week : ………… Period :……… Teaching day : ………….
UNIT: (cont)………

Aims : ………..
………..
Methods : ……….

Teaching aids : ………..

Time Contents Teacher’s activities Student’s activities

1 2 3 4

S1 : I need some [apples]
S2 : How many do you want ?
S1 : [Six] please

* PRDUCTION
Role play

Store keeper Customer
- Can I help you ?

- How much.../
many...?
- Anything
else…?

- That’s …doing,
please.

- I want / need …
- I’d like…
- Do you have
any…

- …please
- Thank you !

- Guides how to do
role play

- Gives some prompts
on BB

- Models

- Lets Ss practise

- Write a shopping
list. In pairs, Ss take
it in turn to be the
store keeper and the
customer

- Reoeat

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : 6

Week : 23 Period : 69 Teaching day : ………….
UNIT 11 : (cont) Lesson 4 (p119 – 120)

Aims : - Help Ss practise in Offers and Requests for Food and Drink using “some, a, an”

OBJECTIVES : - By the end of the lesson, Ss will be able to use offers and requests for food and
drink using “some, a, an”

Teaching aids : picture, word cards, posters

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

* PRACTICE

Kim’s Game B1 p.119

There’s a... There’s some There are some
- can of

soda

-- rice

-- vegetables

Matching B4 p.120

Answer key

a b c d e f g h i j k l
2 4 1 5 7 3 6 8
Word Cue Drill

Example Exchanges B3 p.120

S1 : What would you like for [breakfast]?

S2 : I’d like some [bread] and some [milk]

* PRODUCTION

Role play / Mapped Dialogue

A water and a hotel guest. The waiter
questions the guest and fill in the meals
form

Example

- Waiter : Good morning Sir. What would
you like for breakfast ?

- Guest : I’d like some noodles and iced
coffee

Breakfast? lunch? dinner?
- noodles

- iced coffee

-- Introduces

- Guides how to play
game

- Draws the tables on
BB

- Reads some words
- Uses the pictures B1

to practise

- Gives the answer key
after correcting
- Uses the word cues
to practise the
structure

- Sticks them on BB
- Gives example
exchange on BB
- Models

- Gives situations to
practise

- Gives examples on
BB

- Models

- Writes this on BB

- Play game in
teams, taking it in
turns to fill up the
lists on BB
- Listen and
number the food
as Ss hear
- Copy down

- Read words in
the cards clearly
- Listen and repeat
in chorus

- Practise in pairs
- Listen

- Repeat in chorus
- Practise in pairs
- Copy down
bread / milk rice/ orange juice

fish / soda

</div>
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Teacher : ……….. Class : 6

Week : 24 Period : 70 Teaching day : ………….
UNIT 11 : (cont) Lesson 5 (p120 – 121)

Aims : - Help Ss practise in Offers and Requests for Food and Drink using “some, a, an”

OBJECTIVES : - By the end of the lesson, Ss will be able to use offers and requests for food and
drink using “some, a, an”

Teaching aids : picture, word cards, posters

Time Contents Teacher’s activities Student’s
activities

1 2 3 4

* REVISION

Bingo B1 p.119 (and B4 p.120)

* PRESENTATION
Pre-teach (and Revise)
- fifty

- a hundred (two hundred…)
- a thousand (two thousand…)
- seven thousand five hundred
* PRACTICE

Blackboard Drill
100 50 200

150 350 750 10.000
1.000 2.000 5.000 4.200
7.500 9.500 2.300

Noughts and Crosses
S1 : How much is it ?

S2 : It’s two thousand five hundred dong

2.500 d 500 d 3.000 d

4.800 d 10.000 d 1.000 d

1.200 d 8.500 d 5.000 d
Pre-teach p.121

a cake, a sandwich, a fried rice, an ice
cream, a bowl of…

Answer Given B5 p.120

2.500 3.000 1.500 500 1.800 1.000 2.000
Example

2.500  How much is a fried rice ?

Picture Drill B5_6 p.121

Ex : S1 : How much is a fried rice ?

S2 : It’s two thousand five hundred

* PRODUCTION
Survey

- Reads : a can of
soda, a bottle of water,
some banana, …
- Presents new words
- Reads and writes
words on BB

- Checks the meanings
- Gives these numbers
on BB

- Lets Ss practise
reading the numbers
- Gives examples
- Guides how to play
games

- Presents new words
- Reads and writes
words on BB

- Lets Ss practise B5

p.120

- Gives examples
- Uses pictures B5_6

to practise

- Choose 4 out of
the 12 word
- Listen and ticks
on words chosen
- Listen

- Repeat in chorus
and individual
- Copy down
- Look at the
board

- Read the
numbers clearly
- Divide into 2
groups

- Play games in
teams

- Listen

- Repeat and copy
down

- Practise
- Repeat

</div>
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<b>LESSON PLAN</b>

School : ………..
Teacher : ……….. Class : 6

Week : 24 Period : 71 Teaching day : ………….
UNIT 11 : (cont) Lesson 6 (p122 – 123)

Aims : - Further practice in Likes and Dislikes (Simple present tense), countability, Adj. Question
words, present progressive Vs simple present, Quantifiers

OBJECTIVES : - By the end of the lesson, Ss will be able to use what they have learned
Teaching aids : ……….

Time Contents Teacher’s activities Student’s activities

1 2 3 4

<b>Likes and Dislikes (Simple present)</b>

Gram - practice 1 p.122
Find someone who

Find someone who… Name
…likes fish

…doesn’t like chicken
…likes bread

…doesn’t like rice
…likes milk
…doesn’t like soda
…doesn’t like vegetables

Gram - practice 2 p.122
Net words

a sandwich an orange noodles
a banana an ice-cream fish
…

Guessing Game
Ex : I’d like…

S1 : Would you like a sandwich ?

S2 : No, I wouldn’t

S1 : Would you like some milk ?

<b> Adjectives</b>

Gram – practice 3 p.122
Pelmanism

tall / short long / short hot / cold
fat / thin heavy / light weak / strong

<b>Question words</b>

Gram – practice 4 p.123

- Reviews the simple
present tense

- Draws the table on

- Guides how to
practise

- Review how to use
a / an / some

- Guides Ss to play net
works

- Gives examples

- Guides guessing
game

- Gives examples
- Reviews the Adjs
- Lets Ss do exercises
on p.122

- Guides how to play
Pelmanism

- Guides how to do
exercises (p.123)

- Recall the
structures of the
simple present tense

- Copy down
- Practise in groups

- Recall how to use
them

- Play and give some
words

- Practise

- Listen
- Practise in
individual
- Review the
Adjective
- Do exercises
- Practise in groups
- Do exercises 4
p.123

</div>
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School : ………..
Teacher : ……….. Class : ……..

Week : ………… Period :……… Teaching day : ………….
UNIT: (cont)………

Aims : ………..

………..
Methods : ……….

Teaching aids : ………..

Time Contents Teacher’s activities Student’s activities

1 2 3 4

<b>Present Simple Vs – Present progressive</b>

Gram – practice 5 p.123

<b>Quantifiers</b>

Lucky Numbers

1. What does cooking oil come in ?
2. What does tea come in ?

3. What does soap come in ?
4. LUCKY NUMBER
5. What does soda come in ?
6. LUCKY NUMBER

7. What does iced tea come in ?
8. What does chocolates come in ?
9. What does noodles come in ?
10. What does water come in ?
11. LUCKY NUMBER

12. What does toothpaste come in ?
Answer key :

1. a bottle 8. a box

2. a packet 9. a packet / bowl
3. a bar 10. a bottle / glass
5. a can 12 . a tube
7. a glass

- Reviews the
structures
- Lets Ss do
exercises on p.123
- Review quantifiers
- Guides how to
play game
- Reads the
questions

- Gives the answer
key after correcting

- Remind the
structures

- Do exercises on
p.123 individually
- Remind quantifiers

- Divide into 2
groups

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<span class='text_page_counter'>(78)</span><div class='page_container' data-page=78>

WEEK : 26 Lesson 4 : B4 – 5 (p.128 - 129)

Teaching Date:

 AIMS: - To teach “ How often ……? ”questions and answers “once / twice /

three times…. a week ”.

 OBJECTIVES:

- By the end of the lesson , Ss will be ables to use “ How often….?”
questions and the Adverbs to talk about frequency of actives.

 TEACHING MATERIALS :
 PROCEDURES :

Time CONTENTS T’S ACTIVITIES St’ ACTIVITIES

 REVISION.

Matching : A4 p.128
Answer key:

Tan f Minh and Nam and Lien a Lan and Mai
b

 PRESENTATION :

Pre-Teach :

How often …? twice a week.
once three times
Matching :

M T W Th F Sa S
Once a week

Twice a week
Three a week

 






Presentation : B5 p.128
Model Sentences:
_How often dose she go jogging ?
listen to music ?
read ?

_ She gives jogging once

listen to music twice a week
reads three times.

 PRACTIVE.

Substitution Drill.

Example: T says : Ss say:

three three times a week
one once a week
Picture Drill: A5 p.129 “Ly’ Dary”
Example Exchange.

S1: How often does Ly [go to school ] ?
S2: she goes [six times ] a week
PRODUCTION

Find someone who.
S1: How often do you play football ?
S2: Once a week.

- Use the pictures.
- Corrects gives the
answer key.

- Elitists from ss ,
using pictures or
situations.

- Draws the grids on
the board.

-Lets ss guess.
- Lets ss listen and
check.

-Sets the scene.
- Checks concept.
-Uses the context to
introduce model
sends.

- Puts ss in pairs.
-Monitors.
-Feedbacks.

-Introduces the task.
-Gives a model.
-Reads the number
words.

-Stickles the picture
on the board.
-Checks with St:
”How many days are
there in picture ? ”.
-Shows ss 7 days of
a week and sports.
-Gives example.

- Match the picture

with the time
- Guess the words.
- Listen and repeat.

-Copy the grids.
-Guess what they
would like.
-Listen a check.

-Listen.
-Repeat.

-Practice saying
sentences using the
target language.

-Listen.
-Repeat.
-Practice in
individually.
-See the picture.
-Answer the question
-Copy down the
example.

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<span class='text_page_counter'>(79)</span><div class='page_container' data-page=79>

….goes to the park once a week.
….watches TV seven times a week
….does homework six time a week

-Gives examples.
-Corrects their
mistakes.

</div>

Giao an Anh 6 HKI

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