Giáo án tiếng anh lớp 6 theo cv 5512 i learn smart world chuẩn đủ các mục tiêu mới nhất full cả năm

Date of planning : 03 / 9 /2021
Date of teaching : 06 / 9/ 2021
Period : 1

GIỚI THIỆU CHƯƠNG TRÌNH SÁCH GIÁO KHOA
TIẾNG ANH 6 i-Learn Smart World 6
STAGE 1: DESIRED OBJECTIVES

A Objectives :
- Giới thiệu về đặc điểm bộ sách giáo khoa mới cho học sinh .
- Hướng dẫn các phần trong nội dung từng bài của chương trình mới.
- Hướng dẫn phương pháp học cho học sinh.
B. Language focus
C. structional resources
Students’ book English 6 , workbook English 6
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks

Performance products

- Giới thiệu về đặc điểm bộ sách
- Students’ answers
giáo khoa mới cho học sinh .
- Hướng dẫn các phần trong nội dung
-Students’ answers
từng bài của chương trình mới.
- Hướng dẫn phương pháp học cho
học sinh.

Assessment
tools

-teacher’s feedback

STAGE 3: TEACHING PROCEDURE
Activity 1: warm up.
Time

Steps/Activities
Warm-up

Organization

Chatting :
•
Teacher –
-Give some question s for ss to answer :
whole class/
+ How are you today , class?
5’
individuals
+ How may students are there in your class ?
+ Who is the monitor?
+ What is your name ?
35’
New lesson
1 Introduce the English book in grade 6 I learn smart world
• Teacher –
- Là chương trình tiếng Anh được biên soạn tiếp theo chương
whole class/
trình tiếng Anh ở bậc tiểu học.
individuals

- Quan tâm đến 4 kỹ năng nghe, nói, đọc, viết. Trong đó chú trọng
phát triển 2 kỹ năng: nghe, nói. (Kiểm tra thường xuyên chủ yếu
dành cho kỹ năng nói).
- Vào cuối năm học, học sinh cần đạt trình độ tương đương cấp độ


A2 của Khung tham chiếu châu Âu về ngôn ngữ (giai đoạn 1).
- Sách giáo khoa Tiếng Anh 6 được thiết kế với kênh hình và kênh
tiếng phong phú, cung cấp kiến thức , kỹ năng ngôn ngữ , từ vựng
, văn phạm, phát âm … giúp học sinh tự tin giao tiếp bằng Tiếng
Anh . Mỗi đơn vị bài học có từng mục tiêu cụ thể với các hoạt
động học tập đa dạng được thiết kế phù hợp với đặc điểm tâm lí
lứa tuổi của học sinh THCS , giúp tạo động lực và hứng thú cho
học sinh tham gia học tập
- Sách gồm 10 chủ đề : Home , school , Friends , festivals and
free time , Around town , community services , Movies , The
world around us ,houses in the future , cities around the world.
Mỗi chủ đề có 3 đơn vị bài học , 1 bài ôn tập với các hoạt động
nhằm rèn luyện các kỹ năng ngôn ngữ , phát triển vốn từ vựng ,
củng cố và nâng cao kiến thức ngữ pháp , tích hợp liên môn giúp
học sinh trau dồi kiến thức và kỹ năng giao tiếp
2 The way how to study English 6
• Teacher -whole
. Ở trường:
class/
- Tập chung nghe giảng, nghiêm túc làm theo các yêu cầu của
individuals
thầy, cô.
- Hăng hái phát biểu ý kiến xây dựng bài.
- Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng mọi cơ

hội có thể để tập nói tiếng Anh. Nói đúng trọng âm, ngữ điệu.
- Nắm vững các vấn đề ngữ pháp đã học, các cấu trúc câu. Ghi
chép đầy đủ, chính xác.
Ở nhà:
- Ơn lại bài học ngay khi có tiết học ở lớp.
• Teacher –
- Dựa vào các cấu trúc và các ngữ liệu đã học để luyện nói tiếng
whole class/
Anh cùng bạn.
individuals
- Làm đầy đủ bài tập trong sách bài tập. Tìm đọc thêm các loại
sách tham khảo nếu có thể.
- Thường xuyên học, củng cố và mở rộng vốn từ của mình
• Teacher –
whole class/

5’

Nhắc nhở học sinh chuẩn bị sách vở đầy đủ cho tiết học hơm sau
Homework/ self- studying:

•

Teacher –
whole class/
groups


Date of preparation: …/…/2021
Date of teaching: …/…/2021

PERIOD 2: UNIT 1: HOME
Lesson 1: New words + Listening
STAGE 1: DESIRED OBJECTIVES
I. OBJECTIVES:
By the end of this lesson, students will able to :
1. identify different lexical items related to the topic ‘Home”.
2. talk about their own house.
3. identify realtionship between a boy and a girl and specific information through
listening to a boy describing his hometown.
4. show their love for family, homes and classmates and have responsibility for doing
housework.
II. LANGUAGE FOCUS
Key terms/Vocabulary:
Lexical items related to the topic ‘Home”: pool, balcony, garage, yard, gym, apartment.
Key grammatical structures :
Present simple tense
Useful expression: Excuse me.
III. INSTRUCTIONAL RESOURCES
- Textbook: English 6 – Unit 1 – page 6
- Computer
- Projector
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
Assessment tools
pool, balcony, garage, yard, Observation
1.Number the pictures, listen
gym, apartment.
Answer keys
and repeat

Short texts
Answer keys,
Students’ talk and
2. talk about their own house
Observation
interaction
3. listen to a girl asking a boy
Students’ answer
question abut his hometown
and fill in the blanks
4. answer the questions about
what they do to make their Students’ talk and interaction
house more beautiful.

Observation
Answer keys
Tapescript
Observation
Questions and answers

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Time

Steps/Activities

Organization


15’

10’

12

Activity 1: Teach new words.
Use real things and pictures to introduce the new
words:
New words:
1. pool (n)
2. balcony (n)
3. apartment (n)
4. garage (n)
5. gym (n)
6. yard (n)
Have students listen and repeat each new word.
(chorally – individually)
Correct student’s pronunciation if necessary.
- Have students look at the pictures, and fill in the blanks with
words given. (exercise a/p. 6)
Answer:
1. Pool
2. Apartment
3. Gym
4. Balcony
5. Garage
6. Yard
Activity 2 :Speaking
Pair work
- Make example sentences with new words.
Ask students to work in pairs, talk about their house,

using new words. (exercise b/p. 6)
Some pairs present in front of the class.
Check and correct students’ answers..
Suggested answer .
My house has a balcony.
There’s a small yard in front of my house...
Activity 3 –Listening.
Whole class
Show the picture of the task, ask students some
questions about it. (exercise a/p. 6)
Suggested Q&A:
- How many people are there? – Three people
- Are they family members? - No
- Are they classmates? – Yes.
Have students work in pairs, read the sentences, guess
Pairs work
the answers (exercise b/p. 6)
Ask students to listen and check their guess (listen the
1st time)
Ask students to listen again to check their answers.
Check and correct students’ answer.
Answer:


1. An apartment
2. bedrooms
3. pool
4. garage
-Teacher shows the dialogue, students listen and repeat.
7’

Activity 4: Wrap-up & Assignments
-Ask students to answer the following question:
1.What have you learnt from this lesson today ?
(identify different lexical items related to the topic ‘Home”,
talk about talk about their own house,identify the main idea
and specific information through listening to a boy describing
his hometown )
2.What do you do to make your house more beautiful ?
(show their love for family, homes and classmates and have
responsibility for doing housework )
-Remind students to do exercises in the workbook (Unit 1,
New words and listening ) and to prepare for the next lesson
(Unit 1, Grammar and writing).

Whole class
Whole class

Whole class

Date of preparation: …/…/2021
Date of teaching: …/…/2021
Period 3:
UNIT 1: HOME
LESSON 1.2: Grammar ( Page 7)
STAGE 1 – DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this lesson, students will be able to:
1. identify the use of the present simple .
2. talk about and write about their homes

3. realize/show the love for their homes
4. develope communication and collaboration skills through pair-work and groupwork activities
B. LANGUAGE FOCUS
Key terms/ Vocabulary
- Key terms: review the words (pool, balcony, garage, yard, gym, apartment)
- Key grammatical structures: present simple
C. INSTRUCTIONAL RESOURCES
- Textbook: English 6 – Unit 1 – Page 7
- Computer
- Projector


- Audio files: track 5
- Blackboard
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks
Performance products Assessment tools
1.Listen and repeat
Students’ pronunciation -Observation
2.Fill in the blanks with the correct Students’ answers
-Observation/
form of the verbs.
Answer keys
3. Look at the table and write Students’ answers
-Teacher’s corection
Alex’s answers
- Observation
4. Practice the conversation with Students’talk/interaction
your partner
STAGE 3: TEACHING PROCEDURE

Ti
me

Steps/Activities
Activity 1: Task 1: Warm-up(Interviewing)
Some students talk about their house (homework).
5’
Teacher follows, checks and gives feedback.

25’ Task: 2
-Grammar. (10’)
Teacher shows types of houses, asks students some
questions about them. (use Yes – No questions)
Teacher shows example sentences and elicits the way of using

Organization
•

Teacher –
whole class

• Teacher –
whole class/
individuals

present simple tense

+

-

?

Formation
I / you / we / they + live
(V)
He / she / it + lives
(V.s/es)
I / you / we / they +
don’t live
He / she / it + doesn’t
live
Do + you / we / they +
live ?
Does + He / she / it +
live ?

Examples
I live in an apartment.
She lives in an apartment.

They don’t live in a house.
She doesn’t live in a house.

Do you live in a house?
Does she live in a house?

-

Teacher gives some sentences, asks students to change

them into negative and interrogative. (individually)
Correct student’s answers if necessary.

• Teacher/


Activity 2 Fill in with correct verb forms (6’)
- Teacher explains the way to do task b/p. 7
- Some volunteer students show the answers on the board.
- Teacher checks and corrects.
Answers:
1. Lives
2. Have
3. Live – lives
4. Doesn’t have
5. Live
6. Have
Activity 3: Complete the dialogue (10’)
Teacher shows the table, sets the scene of the dialogue.
Have students practice filling the dialogue (pairs)
Have a pair present in front of the class.
Teacher asks students to use given clues to complete the
conversation.
Suggested answer:
1. No, I don’t.
2. Yes, it does
3. No, it doesn’t
4. No, it doesn’t
5. Yes, it does
-

Whole class/
individuals

• Teacher –
whole class/
pairs/
individuals

Teacher checks and corrects the answers.
Students practice reading the dialogue in pairs.

Activity 4: Interviewing
Have students use the same format to ask and answer
about their own house.
Some pairs present in front of the class.
Example:
1. Yes / No
2. Yes / No
3. Yes / No
4. Yes / No
5. Yes / No
Wrap-up & Assignments (3 minutes)
- Ask students to answer the following question:
1. What did you learn in the lesson today?
(identify form and the use of the present simple)
Form:

•

Teacher –
whole class/
pairs


Be:

(+) S + am / is / are + …
(-) S + am / is / are + not + …
(?) Am / Is / Are + S + …
Normal verb:
(+) S + V s/es
(-) S + don’t / doesn’t + V bare infinitive
(?)Do / Does + S + V bare infinitive
Usage: to talk about things that are facts or are true
2. What are the core values of the lesson? / What do/ can you
learn from the lesson?
- Do you love your home?
- Asked what should they do to make their house more
beautiful?
(Show their love to their homes by talking about their homes )
Homework
Make a table of things that your house has.
garde
n

pool

garage

Yard

playgrou
nd

Gym

balcon
y


Date of preparation: …/…/2021
Date of teaching: …/…/2021
Period 4. UNIT 1: HOME
LESSON 1.3: Pronunciation + Speaking ( Page 8)
A. OBJECTIVES:
By the end of this lesson, students will be able to :
1. identify lexical items related to home(review)
2. ask Y/ N questions (present simple) using the correct pronunciation feature
and use them to exchange information about their homes.
3. build their love for family, homes and classmates by talking about their
homes with positive attitude
4. develop communication and creativity skills through pair – work and groupwork activities
B. LANGUAGE FOCUS
Key terms/ Vocabulary
- review the words (pool, balcony, garage, yard, gym, apartment)
Key grammatical structure(s)
Present simple – Y/N questions
Do / Does + S + live ?
Yes,…do/does. / No, … don’t/doesn’t.

Pronunciation: intonation of Y/N questions
C. INSTRUCTIONAL RESOURCES
- Textbook: English 6 – Unit 1 – Lesson 1.3: Pronunciation+ Speaking - Page 8
- Computer
- Projector
- Audio files: tracks 6,7
- Blackboard
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
Assessment tools
1. . Listen to the sentences and
Observation
Student’s comment
focus on the intonation.
Answer keys
2. Listen and cross out the one
Student’s pronunciation/
with the wrong intonation, then
Observation
speech
read the sentences with the
Answer keys
Student’s answer
correct intonation
Observation
3. Point, ask and answer.
Students’ talk/ interaction
Questions & answers
4. Add two more words in the

Student’s talk/ discussion Observation
table, then complete the survey
Questions & answers
about your home. After that,
ask 3 friends about theirs. Then
report to the class about your


group
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCE
Time

30’

Steps/Activities

Organization

Activitiy 1
Task 1: Warm-up
•
Teacher
What things does your house have?
–whole
Some students show the table of their homework,
class/
share something about it.
individuals
Other students may ask for more questions if they
want.

Teacher follows and gives feedback, then leads to the • Teacher –
new lesson.
whole class/
Activity 2: Pronunciation. (10’)
individuals
- Teacher shows example sentences to class
(affirmative & negative) and asks them to find the
differences.
- Teacher explains the rules, gives more examples to
make it clear.
Ex: I live in an apartment.
Do you live in an apartment?
Ex: There is a yard in my house.
Is there a yard in your house?
- Have students listen and notice the change of the
intonation (exercise b/p. 8)
- Have them listen & repeat.
- Have students listen and cross out the wrong
intonation. (exercise c/p. 8)
• Teacher Further practice:
whole class/
- Teacher gives some sentences for students to practice
pair work
- Some students read loudly
Activity 3: Practice – Point, ask and answer (10’)
Task 1: Ask & answer.
Use real things and pictures to review the words:
(apartment, garage, yard, pool, …………………)
Teacher asks some students as model.
Have students practice in pairs, asking and

answering Yes – No questions.
Example:
1. Do you live in an apartment? – Yes, I do
2. ……………


3. ………………..
4. ……………….
5.
Some pairs present in front of the class
Correct student’s pronunciation & intonation if
necessary.

• Teacher –
whole class/
pairs

Task 2: discussion
Have students practice A&A about their home, using
Yes/No questions. (exercise b/p. 8)
Have students work in pairs, share their ideas.
Some students present in front of the class.
Teacher checks, corrects or gives feedbac
Activity 4: Speaking (Chain game)
One student makes a sentence to describe their
house.
Another student says the sentence again (change the
subject pronoun) together with a sentence about his
house.
The third student does the same way (say the 2

sentences above again, add one more about his house).
Student who can’t make the chain loses the game.
The winner will get 1 point for him / her.

5’

Wrap-up & Assignments (3 minutes)
- Ask students to answer the following question:
1. What did you learn in the lesson today?
(identify lexical items related to home(review)
2. What are the core values of the lesson? / What do/ can
you learn from the lesson?
(build their love for family, homes and classmates by
talking about their homes with positive attitude)

Homework
Make your own blog: write 5 sentences about your house.
Date of preparation: …/…/2021
Date of teaching: …/…/2021
Period 5:
UNIT 1: HOME
Lesson 2.1: New words + Reading
STAGE 1 – DESIRED OBJECTIVES

•

Teacher
– whole
class/
individuals

•

Teacher
–Students in
groups


A Objectives:
By the end of this lesson, students will be able to:
1 Identify lecxical items relating to the topic “home and housework”
2. Talk about the housework they do at home
3 Identify specific information by scanning Ken’s blog post about his family(P 9).
4.Show responsibility for doing housework
B. LANGUAGE FOCUS
Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do
the shopping, do the dishes)
Grammar: Present simple – Wh- questions
C.INSTRUCTIONAL RESOURCES
- Pictures of book types
- Textbook: English 6 – Unit 1 – page 9
- Computer,TV
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks
Performance products Assessment tools
- Fill in the blanks, listen and
- Answers key
- teacher’s feedback
repeat
- Talk about housework they do

- teacher’s correction
at home.
Students’ answers
- Read the text Ken’s blog post
about his family and circle the
-Observation
correct answers.
Students’ answers Answer key
- Work in group to talk about
what housework they should do
Students’ answers Observation
everyday at home
Teacher’s correction
STAGE 3: TEACHING PROCEDURE/ LEARNING
EXPERIENCES
Time
5’

Steps/Activities
Activity 1:
Task 1 : Warm-up: Sticking

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

Organization
•

Teacher
– whole class/
individuals


answer.
Task 2: Teach new words. (10’
- Teacher shows a picture to introduce new lesson.
-Ask students if they often do the housework at
home.
Use real things and pictures to introduce the new
words:
New words:
Do the laundry
Do the shopping
Do the dishes
Clean the kitchen
Make breakfast / lunch / dinner
Make the bed
Have students listen and repeat each new word.
(chorally – individually)
Correct student’s pronunciation if necessary.
* (Checking new word),
Teacher lets students fill in the blanks. (exercise a/p.
9)
Listen again to check the answers.

25’

Activity 2 : Discussion

Have students practice A & A if they do the
housework at home.
Have students work in pairs, share their ideas.
Suggested answer:
A: What do you usually do at home?
B: At home, I sweep the floor, tidy up my bedroom. What
about you?
A: At home , I usually wash the dishes, take out garbage
and water the plants.

•
Teacher
– whole class/
individuals

•
Teacher
– whole class/
individuals

•
Teacher
– whole class/
individuals

Activity 3 – Reading:
Task 1 Scanning.
Teacher- whole
class/
- Have students read through the blog, check the

individuals
housework they see in the blog.
Do the dishes
√
Do the shopping
√
Ma
e dinner √
Make• Teacherthe bed students in
√Clean the kitchen X
Clean the room
√
pairs
Do the la
ndry
√
Vacuu
m
X

• Teacher –


5’

Task 2: Circle the correct answer.
- Have students work in groups, read the blog, and
then circle the correct answers.
- Students show their answers on the board.
- Teacher checks, corrects or gives feedback.

Answer:
1. Ken’s family
2. Ken’s mom
3. Ken’s dad
4. Ken’s dad
5. Ken’s dad
- Teacher asks students to list housework that Ken does
every day.
Suggested answer
I clean the kitchen every day.
He cleans the kitchen every day.
- Teacher underlines the verbs, introduces and elicits
the ways to use present simple tense.
- Students follow the teacher, answer the teacher’s
questions
- Teacher gives some more examples for students to
change subject pronouns and the verb forms
Ex: I do the dishes.
He……………………
Activity 4: Wrap-up
Ask students to answer the following question:
1. What did you learn from the lesson today?
(vocab about the topic “home and housework”, ask
and answer about doing the housework)
2. What are the core values of the lesson?
(the present simple, responsibility for doing
housework)
Homework
Make your own blog: write about the housework you do at
home.

Date of preparation: …/…/2021
Date of teaching: …/…/2021
Period 6:
UNIT 1: HOME
Lesson 2.2 – Grammar

whole
class/
individuals

• Teacher –
whole
class/
groups

Teacher –
individuals


STAGE 1 – DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this lesson, students will be able to:
1.Identify the use and structure of the present simple and Wh-questions to ask about
things that are facts
2 .Use present simple to complete exercises.
3. Show responsibility for doing their homework by writing the housework they do
B. LANGUAGE FOCUS
Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment)
Grammar: Present simple (affirmative, negative, interrogative form)

+ I / you / we / they + V & he / she / it + V(s,es)
- S + don’t / doesn’t + V
(Wh )? Do / Does + S + V ?
– Yes,…do/does. / No, … don’t/doesn’t.
C.INSTRUCTIONAL RESOURCES
- Pictures of book types
- Textbook: English 6 – Unit 1 – page 10
- Computer,TV
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks
Performance products Assessment tools
1.Listen to the conversation and
- Students’ answers
-Teacher’s feedback
identify the form and use of the
-Teacher’s corection
present simple and Wh-questions
to ask about things that are facts
In pairs
2. Fill the suitable verb in the
- Answer key
blanks, work in pairs to write
In pairs
sentences using thhe prompts.
Students answer
3. Write the housework students
do then practice in pair
STAGE 3: TEACHING PROCEDURE
Time

Steps/Activities

5’

Activity 1:
Task 1: Re-matching

-

Teacher shows a picture of types of houses together

Organizatio
n
•
Teach
er – whole
class/
individuals

•

Teach


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

Task 2: Present simple tense
Teacher shows types of houses, asks students some
questions about them. (use Yes – No questions)
Teacher shows example sentences and elicits the way of using

er-whole
class/
individuals

present simple tense

25’

Formation
Examples
+
I / you / we / they + live
I live in an apartment.
She lives in an apartment.
(V)
He / she / it + lives
(V.s/es)
I / you / we / they +
They don’t live in a house.
She doesn’t live in a house.
don’t live
He / she / it + doesn’t
live
?
(WH) Do + you / we /

(wh)Do you live in a
they + live ?
house?
(WH)Does + He / she / it (Wh)Does she live in a
+ live ?
house?
Teacher gives some sentences, asks students to change
them into negative and interrogative. (individually)
Correct student’s answers if necessary.
Task 3: Listen & repeat / p. 10
Teacher asks students to list housework that he / she
does every day.
Suggested answer
I clean the kitchen every day.
He cleans the kitchen every day.
Teacher underlines the verbs, introduces and elicits the
ways to use present simple tense.
Students follows teacher, answer teacher’s questions
Teacher gives some more examples for students to
change subject pronouns and the verb forms
Ex: I do the dishes.
He…………………
Activity 2:
Task1: Fill in the blanks, using Present Simple tense.(p/10) •
Teach
Have students work in pairs; use the verbs given to fill er – whole
in the blanks in Present Simple tense.


5’

Teacher asks some pairs to show their answers.
Answer
1.
Do
2.
Do
3.
Cleans
4.
Make
5.
Does
6.
Makes
Ask some students to check the answers.
Teacher checks again and gives feedback.
Task 2: Write sentpences using the prompts
Have students to work in pairs, practice writing the
whole sentences using the prompts
Some students who finish quickly go the board to
write the answers.
Teacher checks and gives feedback.
Answer:
1.
Joe’s mom
2.
What housework does your sister do?
3.
My dad does

4.
Who does the shopping?
5.
Mary’s brother.
6.
What housework do they do?
Activity 3 : Wrap-up
Task 1: Write the housework students
– Ask students to write the housework students do
-Get students to practice in pairs to talk about that.
- Call some pairs to practise in front of the class.
-T checks their pronunciation
Task2:
- Ask students to answer the following question:
1. What did you learn from the lesson today?
(present simple, talk about the housework students do )
2. What are the core values of the lesson?
(communication skills and creativity, responsibility for doing
their homework)
Homework
Make your own blog; write about the housework your family
members and you do at home and to prepare for the next
lesson (Pronunciation and speaking).

class/
individuals

•
Teach
er – whole

class/ pair

•
Teach
er – whole
class/ pair

•
Teach
er –whole
class/
individuals


Date of preparation: …/…/2021
Date of teaching: …/…/2021
Period: 7
UNIT 1: HOME
Lesson 2.3– Pronunciation (p. 11)
STAGE 1 – DESIRED OBJECTIVES
A.OBJECTIVES .
By the end of the lesson , Students will be able to :
- Identify / ɪ / sound
- Practice asking and answering about family members and housework.
- Talk about housework in families.
- Show the responsibility for doing housework and the love for family through
discussing on the question of who does the most housework in the family.
B. LANGUAGE FOCUS
Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed,
do the shopping, do the dishes)

Grammar: Present simple – Wh- questions
Pronunciation: / ɪ / sound.
C. INSTRUCTIONAL RESOURCES
- Pictures of book types
- Textbook: English 6 – Unit 1 – page 11
- Computer,TV
TAGE 2 – ASSESSMENTS EVIDENCE
Performance Tasks
Performance products
- Focus on the sound /I/. - Students’ answers
Practise listening and cross out
the one with the different sound
- Working in pairs : ask and - Students’ answers
answer about family members
and housework
- Doing a servey about
housework
-Students’ answers
- discuss who does the most
housework in their family

Assessment tools
- Teacher’s feedback
-Observation
Answer key

Observation
Teacher’s correction

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Tim
e

Steps/Activities

Organization


Activity 1 :
Task1:Warm-up (5’)
•
•
What do you see?
Teache
-Teacher shows some pictures, then asks students to guess •
r – whole
what they see in it. (kitchen / living room/ dinner/ shopping/
class/
sister, ...), pay attention to the / ɪ / sound
- Have students read loudly, then lead to new lesson.
individuals

5’

Task2: Pronunciation. (10’)
- Teacher shows examples to class, speaks louder for students • Teacher –
to recognize the difference.
whole class/
- Teacher explains the rules, gives more examples to make it individuals/
clear.

pairs
- Have students listen and repeat, focus on the underlined
letters (b/p. 11)
Answer:
1 ……………….
2. ………………….
25’ 3. ……………………
- Some students say again.
- Have students listen and cross out the word with different
sound (c/p. 11)
- Students practice reading the words in pairs, they cross
correct the pronunciation. Ask teacher for help if necessary.
Answer:
1. ……………..
Further practice:
- Teacher gives some sentences for students to practice
- Some students read loudly
Activity 2 Practice – Point, ask and answer (10’)
• Teacher- Use real things and pictures to review the words: (breakfast, whole class/
lunch, dinner, laundry, dishes, shopping, living room, kitchen) pairs
- Teacher asks some students as model.
- Have students practice in pairs, ask and answer about the
family and the housework.
Example:
1. Do you often do the housework at home? – Yes, I do
2. Who cooks meals in your house? – My mom does
3. ………………..
- Some pairs present in front of the class
Teacher –
- Correct student’s pronunciation & intonation if necessary

whole class/

10’


- Teacher checks, corrects or gives feedback

5’

Activity 3 : Wrap-up
Task 1: Doing a survey:
What housework do your family members do?
- Have students work in group of four; (3 families and a
reporter). (a/p. 11)
- After completing the survey, the reporter will report the
result in front of the class.
- Play the music again and continue this game in the same
way.
Activity 4: wrap up ……
Task 1: discuss on the question
Who does the most housework in your family?
;………………………………..
Call students to talk before class
Focus students on attitude on
……………………………………………………

pairs

•

Teache
r – whole
class/ groups

• Teacherwhole class/
pairs

Homework
Write about the housework you like doing best. Why?

Date of preparation: …/…/2021
Date of teaching: …/…/2021
Period: 8
UNIT 1: HOME
Lesson 3.1: New words + Listening (p. 12)
A OBJECTIVES:
By the end of this lesson, students will be able to:
- Identify lexical items relating to the topic geography.
- identify specific information through listening to a boy talking about his hometown .
- Talk about their homtown and show the love for it.
B. LANGUAGE FOCUS
Vocabulary: south, west, north, south, village, town, city, hometown
Grammar: Present simple – Where is….? Is it….? What’s it famous for?
C. INSTRUCTIONAL RESOURCES
- Pictures of book types
- Textbook: English 6 – Unit 1 – page 12
- Computer,TV
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks
Performance products Assessment tools

1. Write the words in the boxes on Students’ answers
the map . Then listen and repeat.
2. Listen to a boy talking about
his hometown . Then circle True
or false
3. talk about your hometown and
show the love for it.

Tim
e
15’

1.
2.
3.
4.
5.
6.
7.

1.
2.
3.

Answe keys
- Student’s talk

Observing

Questions and answers
Observing
- Self-assessment, group
assessment

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Organizat
Steps/Activities
ion
Activity 1:
Task 1: Warm-up (5’)
•
•
odd one out
Tea
- Teacher shows four pictures of housework each time, students •
have to find and choose the one that does not belong to the group. cher –
- Teacher and the whole class check and correct.
whole
. Task 2: Teaching new words.( 10’)
class/
- Teacher uses pictures to elicit the meaning of new words.
individuals
- Have students listen and repeat. (chorally – individually)
- Teacher checks and corrects the pronunciation if necessary.
New words:
south (n)
north (n)
• Teacher –
west (n)

whole
east (n)
class/
village (n)
town (n)
individuals
city (n)
Checking new words:
- Teacher shows pictures, students say the words.
Task 3: Practice:
- Have students fill in the blanks in exercise a/p. 12 (the compass)
(individually)
- Some students give answers. Teacher checks and corrects.
- Have students fill in the blanks in exercise b/p. 12
Answer:
Village
Teacher –
Town
whole
City


25’
1.
2.
3.
4.

- Teacher shows places in Viet Nam, students look and tell if they class/
are villages, towns or cities.

individuals
Activity 2 : Listen to a boy talking about his hometown.
-Teacher shows the Listening on page 12, lets students look and • Teacher –
describe it.
whole
-Teacher shows a guided question.
class/
“Listen, answer: Does he like living there?
individuals
Answer: Yes
-Have students listen and answer Yes – No.
- Listen again to check the answer (a/p. 12)
Listen and circle True – False
- Have students listen and circle True - false. (exercise b/p. 8)
-Teacher gets the answers from students.
- Ask them to correct the false ones.
- Teacher checks, corrects or gives feedback.
Answer:
True
False
False
• Teacher True
whole
class/
individuals

Activity 3 Wrap-up
Task 1: Students work in group to talk about your hometown •
Tea
- Teacher shows a chart of Luca’s house. Have students work in

cher –
groups of four, fill in missing information
whole
class/
North of Italy
groups
Small
village
.
Luca
5’
Famous for
…

My house is

weathe
r

- Students from groups show their result to class.
- Teacher checks and gives feedback.
Task2 : What do you love the most about your hometown?
What are the core value of the lesson?

• Teacher whole
class/
individuals


Homework

Make a chart of information about the place you live.


Date of preparation: …/…/2021
Date of teaching: …/…/2021
Period 9:
UNIT 1: HOME
Lesson 3.2: Reading+ Speaking+ Writing ( P 13)
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES:
By the end of this lesson, students will be able to:
- Identify the specific information through reading the text about Can Tho.
- Exchange information about two places
- Use the present simple to talk about people’s hometown.
- Show their love and responsibilities for their hometown and community by writing
about their hometown
B. Language focus
Key terms/ Vocabulary
1.Vocabulary: Floating market ,Delta ,grow,Farmer,Important, Busines,transportation
2.Grammar: Present simple tense.
C. structional resources
- Textbook: English 6 – Unit 1 – page 13
- Pictures of book types
- Computer,TV
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks
1. Read the paragraph and answer
the questions.
2. Ask and answer the questions
about Colmar and Clovelly

3. Talk about students’ hometown
4. Show their love and
responsibilities for their hometown
and community by writing about
their hometown

Performance products
- Students’ answers
- Students’answer

Assessment tools
-Question& answer
-Observation
Peer correction
-Teacher’s corection
-Teacher’s corection

-Students’ talk
-Students’write

STAGE 3: TEACHING PROCEDURE
Ti
Steps/Activities
me
5’
Activity 1:
Task 1: Warm up( 5’) :Village, town or city?
Teacher shows some sentences on the screen, students read, then
choose a place for each person.

Organizati
on
Teacher –
whole class/
individuals


Example:
1. Nam likes modern houses, tall buildings and a lot of people
where he lives. He likes to live in the …… (city)
2. Mai doesn’t like tall houses, busy streets because it’s noisy.
She likes to live in the …… (village)
3. I like to live in……because it has many houses, parks and
stores but it’s not as crowded as the city. (town)
-Teacher gives feedback, then leads to new lesson.
Task 2:
New lesson
Activity 1:Reading. (10’)Read the paragraph and answer the
questions.
Teaching new words.
-Teacher shows some pictures or a short clip of Floating market,
asks students some questions about this place.
Example:
1. Do you know this market?
2. Where is it?
3. Have you ever been there?
4. What do you know about it?
35’ -Teacher gets the answers, then teaches some new words.
-Have students listen and repeat. (chorally – individually)
-Teacher checks and corrects the pronunciation if necessary.

New words:
1. Floating market (n)
2. Delta (n)
3. grow (v)
4. Farmer (n)
5. Important (a)
6. Business (n)
7. Transportation (n)
- Checking new words: Rub out and remember
- Have students work in pairs, read the text and answer the
questions
Teacher checks and corrects.
Answer:
1. It’s in the south of Vietnam
2. It’s famous for the floating market and beautiful rivers.
3. It’s hot
4. They grow rice, vegetables and fruit trees.
Activity 2: Speaking (10’) What do you know about these
places?
planning a geography presentation.

Teacher –
whole class/
individuals

Teacher –
whole class/
individuals

Teacherwhole

class/Pairs