Giáo án 6 Friend plus

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1. Week : 01 Date of preparing: Period: 02 Date of teaching: STARTER UNIT Lesson 1: Vocabulary Free time I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - Say questions and answers with the correct information. - Develop students’ speaking and listening skills. - Talking about their own hobbies and interests. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present . IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP - Sing a song:  Aims: Students can talk about some activities in their free time.  Contents: Students sing a song “ Free time song”  Products: Some activities in free time.  Organization: - Teacher has students sing the song. - Students sing along. - Teacher calls out some students to answer the question: ? “What do you do in your free time?” (Explain the meaning of “free time”, if necessary). Elicit answers from individual ( students and write useful vocabulary on the board. (E.g. play football, go shopping ) - T: What do you do in your free time? - Students answer.
2. - Teacher has students ask the other ones in the Sts: I listen to music, watch films, and play class. games, ACTIVITY 2: KNOWLEDGE FORMATION 1. Match the words in the box with pictures  Aims: Students can learn some new words 1-15. Then listen and check. about activities in free time.  Contents: Students match the words in the box with pictures, then listen and check.  Products: Students can understand the meaning of new words.  Organization: -Teacher has students work in pairs to match the words with the pictures. - Students do as required. - Teacher plays the audio for students to listen and check their answers. (Explain the meaning Suggested answers of words, if necessary). Then, asks students 1. chatting online 2. reading which of these activities they like doing. 3. meeting friends 4. art 5. photography 6. cycling 7. sport 8. animals 9. music 10. video games 11. watching TV 12. films 13. skateboarding 14. cooking ACTIVITY 3: PRACTICE 15. shopping  Aims: Students can apply the knowledge which they have learnt to do the tasks given. 2. Read and complete the text with the words  Contents: in the box. Then read, listen and check your - Students read and complete the text with the answers. words in the box. Then read, listen and check their answers. New words - Students look at the key phrases and listen, - be interested in (v) (exp.) then complete the phrases. - be into (v) (exp.)  Products: Students’ answers. - be good at (v) (exp.)  Organization: - favourite (n) (exam) - Teacher explains the meaning of some phrases in the text before doing. - Students listen carefully and coppy down in their notebooks. Suggested answers - Teacher calls out some students to read the 1. Music words aloud. Then, asks students to do the task 2. Chatting in individual. 3. Video games - Students do as required. 4. Skateboarding - Teacher has students compare the answers 5. Reading with their partner before checking. Then, plays 6. Photography the audio for students to check their answers. 7. Cooking
3. - Teacher reads through the key phrases with 3. Look at the Key Phrases and listen. What the class and make sure students understand do the people say? Complete the phrases. them all. Suggested answers - Students listen carefully and take note. 1. music - Teacher plays the audio. 2. cycling - Students listen and complete the phrases. 3. films and watching TV - Teacher play the audio again, if necessary, 4. reading pausing to allow students time to write. 5. shopping and meeting friends - Teacher has students exchange the answers 6. chatting online with their partner. Then, shows the answers 7. skateboarding with the class and ask students which of the 8. art sentences are true for them. 9. animals, dogs ACTIVITY 4: PRODUCTION  Aims: Students can use the knowledge 4. Write six sentences about your interests. which they have learnt to write and talk about Use the Key Phrases in exercise 3 and the their interests. words in exercise 1.  Contents: Students write six sentences (Students’ own answers) about their interests in individual. Then, tell the class about them. Example  Products: Six sentences about students’ - I’m into sport. interests. - I’m not good at music.  Organization: - Teacher asks students to write six sentences 5. USE IT! Work in pairs. Compare your about their interests. Encourage them to use a interests in exercise 4. range of different key phrases. (Students’ own answers) - Students write down and then work in pairs to compare their interests from exercise 4. - Tecaher asks some students to tell the class about their interests. - Student do as required. ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.4). - Prepare new lesson. * Feedback:
4. Week : 01 Date of preparing: Period: 03 Date of teaching: STARTER UNIT Lesson 2: Language focus • Be: affirmative and negative • Subject pronouns and possessive adjectives • Object pronouns I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - Learn how to use the verb " to be" in the present time. - Learn how to introduce people. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present . IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP  Aims: Introduce verb “BE”.  Contents: Students find the missing words a, I into going swimming. in individual.  Products: Forms of verb “BE”: is, am, are.  Organization: b, Ana good at cooking. - With books closed, teacher asks students to fill the missing words in some sentences on the board. - Students do as directed. c, They interested in movie. - Teacher elicits that these are forms of the Key: a, am b, is c, are verb “BE”. => forms of the verb “BE”. ACTIVITY 2: KNOWLEDGE  Be: affirmative and negative FORMATION * Usage:  Aims: Students can know: - To describe something or someone.
5. - How to use “BE” in affirmative and negative - To talk about names, ages, feeling, forms. nationalities, - Distinguish the subject pronouns and * Form: possessive adjectives from object pronouns.  Contents: - Teacher explains how to use: + Be: affirmative and negative. + Subject pronouns and possessive adjectives. + Object pronouns. - Students listen and coppy down in their notebooks.  Products: Students can understand the usage of: - “BE” in affirmative and negative forms. - Subject pronouns and possessive adjectives. * Note: The short forms (’m, ’s, isn’t, aren’t, - Object pronouns. etc.) are much more common than the full  Organization: forms, especially in spoken English. Be: affirmative and negative - Teacher explains the usage of the verb “BE”  Subject pronouns and possessive and gives the full and short forms of “BE” in adjectives affirmative/ negative forms. * Example: - Students listen carefully and coppy down in - I’m a teacher. It’s my book. their notebooks. - You’re a student. It’s your book. Subject pronouns and possessive adjectives * Usage: - Teacher holds up a book and say: “I’m a - The subject of a sentence is a person or thing teacher. It’s my book” then points to a student that performs the action of the verb. Subject and say: “You’re a student. It’s your book”. pronouns are used to replace the subject After that, write these sentences on the board (person or thing) of a verb. and give the usage of the subject pronouns and - The possessive adjectives are: my, your, his, possessive adjectives. her, its, our, their, and whose. A possessive adjective sits before a noun (or a pronoun) to - Students listen carefully and coppy down in show who or what owns it. their notebooks. * Note: The possessive adjective “their” is often confused with the adverb “there” and the - Teacher asks students to give some more verb form “they’re (they are)”. The possessive examples. adjective “its” can be confused with the verb - Students work in pairs. form “it’s (it is)”.  Object pronouns Object pronouns * Usage: - The object pronouns are: me, you, him, her, it, - Teacher explains about the object pronouns. us, them. - Students listen then coppy down their - An object pronoun functions as the object of a notebooks. verb or a preposition. - Teacher calls out some students to give - An object pronoun comes after either a verb or examples. a preposition.
6. - Students do as required. ACTIVITY 3: PRACTICE  Aims: Students can apply the knowledge which they have learnt to do the tasks given.  Contents: - Students complete the table with the words then check their answers in pairs. - Students use affirmative and negative forms of the verb “BE” in groups of 4. - Replace the words with subject pronouns in individual. - Match the object pronouns with the subject pronouns in individual. - Circle the word that has different stress from the other three in individual.  Products: Students’ answers.  Organization: 1. Complete the table with the words in the Exercise 1: box. Then check your answers in the text on - Teacher asks students to work in pairs to page 6. complete the table then check the answers with Suggested answer their partners in the text on page 6. 1. He 2. They - Students work in pairs to do the task. 3. not 4. isn’t - Teacher checks answers with the class. (With 5. aren’t weaker classes, work through this exercise with the whole class, eliciting the missing 2. Write true sentences. Use affirmative and words). negative forms of the verb be. Exercise 2: - zebras (n) (exp.) - Teacher checks that students understand Suggested answer “zebras”. 1. are - Teacher has students work in groups of 4 to 2. isn't complete the sentences with the correct forms 3. are/aren't so that they are true. 4. is - Students work in groups of 4 to do the task. 5. 'm/am not - Teacher checks answers with the class. (With 6. 'm/am not stronger classes, students could write one or two more true sentences using different forms 3. Complete the table with the words in blue of “BE”). in the text on page 6. Suggested answer Exercise 3: 1. your - Teacher has students work in pairs to 2. his complete the table with the correct words. 3. her - Students do as required. 4. our - Teacher checks answers with the class. (With 5. your weaker classes, work through this exercise 6. their
7. with the whole class, eliciting the missing 4. Replace the words in blue with subject words) pronouns. Suggested answer 1. It Exercise 4: 2. they - Teacher reads out the example. Then, has 3.We students work in individual to replace the blue 4. You words with the correct pronouns. 5. Match the object pronouns in the box with - Students do the task. the subject pronouns. - Teacher checks answers with the class. Suggested answer 1. you 2. it 3. him Exercise 5: 4. her - Teacher asks students to work in individual 5. us to match the object pronouns with the subject 6. you pronouns. 7. them - Students do the task. 6. Circle the word that differs from the other - Teacher check answers with the class. three in the position of primary stress. * Note: In English, most two-syllable nouns Exercise 6: have the first stress but some have the second - Teacher allows students time to read the stress. introduction. Model pronunciation of “answer” and “machine”, where the primary Suggested answer stress is on different syllables. Make students 1-c 2-d 3-d 4-c pay attention to the fact that in English most 5-d 6-b 7-c 8-b 9-c two-syllable nouns have the first stress but some have the second stress. - Students listen carefully and do the task as 7. USE IT! Work in pairs. Talk about you directed. and your interests. Use ideas from exercise 1, page 6. Then change pairs and say something ACTIVITY 4: PRODUCTION about your first partner.  Aims: Students can use the knowledge they have learnt to talk about their interests in (Students’ own answers) the class.  Contents: Students work in pairs to talk then change pairs and say something about their first partner.  Products: Students’ answers.  Organization: - Teacher asks two confident students to read out the example dialogue. - Students work in pairs to tell each other about themselves and their interests using the structures in the table in exercise 1. Then they
8. change pairs and tell their new partner something about their first partner. - Teacher checks and encourages students (gives mark, if they do well). ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.5). - Prepare new lesson. * Feedback: Week : 02 Date of preparing: Period: 04 Date of teaching: STARTER UNIT Lesson 3: Vocabulary Prepositions and everyday objects I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to use prepositions to say where things are. 2. Skills: Reading, listening, writing, speaking.
9. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present . IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP  Aims: Introduce some prepositions and everyday objects.  Contents: Students watch a video clip.  Products: Students know some prepositions; every day objects.  Organization: - Teacher plays the video clip, asks students watch carefully then answer some questions. - Students do as required. ( - Teacher asks students: - Where is her hat? ? “Where is her hat?” It’s under the chair. ? “Where are her glasses?” - Where are her glasses? They’re on the desk. - Students answer. => hat, glasses, coat, table are everyday - Teacher lead in the new lesson. objects. => under, on, behind are prepositions. ACTIVITY 2: KNOWLEDGE 1. Match the words in the box with 1–16 in FORMATION the pictures. Then listen and check.  Aims: Students can know: - Some new words about everyday objects. - The meaning and usage of prepostions.  Contents: - Students work in pairs to match the words with the pictures, then listen and check. - Study the prepositions.
10.  Products: Students can understand the meaning of new words and some prepositions of place.  Organization: - Teacher asks student to look at the pictures, work in pairs to match the words with these objects. - Students do as required. - Teacher plays the audio for students to listen and check their answers. (Explain the meaning of words, if necessary). Then, asks students where they are. (The students’ answers can be Suggested answer in Vietnamese) 1. poster 2. speaker 3. laptop - Students answer. 4. table 5. drawer 6. mobile phone 7. clock 8. board 9. dictionaries 10. shelf 11. pen 12. notebook 13. desk 14. coat 15. chair - Teacher asks students to focus on the 16. bag pictures. Then, read out each preposition in turn and elicit the meaning in the students’ 2. Study the prepositions. Then complete the own language. sentences with the prepositions. Listen and - Student do as directed. check.  Study the prepositions - Teacher gives an example, then has students take turn to make the sentences with the prepositions above. - Student make more similar examples. ACTIVITY 3: PRACTICE  Aims: Students can apply the knowledge which they have learnt to do the tasks given.  Contents: * Example: - Students work in groups to complete the T: The frog is on the box. sentences. St.A: The frog is near the box. - Student draw and write sentences about their St.B: The frog is under the box. pictures in individual.  Products: Students’ answers.  Complete the sentences with the  Organization: prepositions. Listen and check. - Teacher reads out the first gapped sentence Suggested answer and refer students back to the pictures in 1. on 2. in exercise 1. Elicit the correct preposition (on). 3. between 4. under Then, asks students to work in pairs to do the 5. next to 6. on rest of the sentences with the prepositions. 7. under 8. near - Students listen carefully, then do the task as 9. opposite 10. on directed.
11. - Teacher plays the audio for them to check the 3. Draw a desk and four other objects. Write answers with the class. sentences about your picture. Beginning with the sentence: In my picture, a laptop is on the - Teacher allows students have time to draw a (Students’ own answers) picture and write about their picture. - Students do as required individually. - Teacher observes students’ working. (When they finish, give some comments with their pictures, if necessary). ACTIVITY 4: PRODUCTION  Aims: Students can use the knowledge they have learnt to talk about the positions of the everyday objects.  Contents: Students work in pairs to listen and draw again their partner’s picture.  Products: Students’ pictures. 4. USE IT! Work in pairs. Read your  Organization: sentences in exercise 3 to your partner. - Teacher puts students into pairs. They take Listen and draw your partner’s picture. turns reading their descriptions to each other and draw their partner’s desk from the (Students’ own answers) description. - Students do the task, then they check their drawings against the originals. See who managed to draw their partner’s desk accurately. - Teacher checks again and encourages students (gives mark, if they do well). ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.6). - Prepare new lesson. * Feedback:
12. Week : 02 Date of preparing: Period: 05 Date of teaching: STARTER UNIT Lesson 4: Language focus • Possessive ’s • Be: questions • Possessive pronouns I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to ask questions with be about where people and things are. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present . IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP  Aims: Introduce some “possessive ’s” and “possessive pronouns”  Contents: Ask and answer about students’ objects in the class.  Products: Students know “possessive ’s” and “possessive pronouns”  Organization: - With books closed, teacher asks a student to hold up his/her school bag. ? “Is this your school bag?” Example: - Student A answer. a. T: Is this your school bag? “Yes, it is”. St. A: Yes, it is. It’s mine. (Repeat the process with another student and b T: Is that your pen? his/her partner’s notebook or pen) St. B: No, it isn’t. My pen is here. It’s C’s pen. - Teacher elicits the answer: a. “It’s mine” => “mine” is possessive pronoun. b. “It’s C’s pen” => “C’s” is possessive ’s
13. ACTIVITY 2: KNOWLEDGE  Possessive ’s FORMATION Example:  Aims: Students can know: - The usage of the possessive ’s. - How to make questions with “be” Noun 's or noun s' Noun - The possessive pronouns. Ana's pen  Contents: Ana and Emma's house - Teacher explains how to use: My parents' house + The possessive ’s. My children's toys + “Be” in question form. + Possessive pronouns. * Usage: We use possessive 's to say that - Students listen and coppy down in their something or someone belongs to a person, is notebooks. connected to a place, or to show the relationship  Products: Students can understand the between people. The possessive 's always usage of the possessive ’s, the possessive comes after a noun. pronouns and “be” in question form.  Organization:  Be: questions Possessive ’s - Teacher gives some examples and show the possessive ’s. Then, explain the usage of them. - Teacher emphasizes: “In spoken English, there is no difference between the student’s books and the students’ books. When doing listening exercises, students should therefore always think about the number of people being referred to.” - Students listen carefully and coppy down in their notebooks. Be: questions - Teacher reminds students about the usage of “be” in affirmative and negative forms. Then - To form questions, we put be before the show students where to put “be” in question subject. form. Example: - Students listen carefully and coppy down in Are you at home? their notebooks. (NOT You are at home?) Possessive pronouns  Possessive pronouns - Teacher gives students some examples. After Example: that, explain about the possessive pronouns for This is our house. It's ours. students. This is my bedroom. It's mine. - Students listen then coppy down their This is my brother's bike. It's his. notebooks. * Note: - Teacher calls out some students to give some - The words "mine, yours, his, hers, its, ours, more examples. theirs" are possessive pronouns. They show - Students do as required. who or what something belongs to.
14. - The possessive pronoun for it is its, but this ACTIVITY 3: PRACTICE isn’t often used in natural conversation.  Aims: Students can apply the knowledge 1. Look at the examples and complete the which they have learnt to do the tasks given. Rules with singular and plural.  Contents: - Students work in pairs to complete the rules. - Students read and listen to the text in individual to choose the correct answers. Suggested answer - Students work in pairs to complete the table. 1. singular - Students write phrases with possessive 2. plural pronouns in individually.  Products: Students’ answers. 2. Read and listen to the text. Choose the  Organization: correct answers. Exercise 1: Suggested answer - Teacher asks students to read the examples, 1. at home then complete the rules. 2. in the drawer - Students work in pairs to do the task. 3. Charlie’s room - Teacher calls out some students to read through the rules with the class. 3. Read the dialogue again and complete the - Students answer. table. - Teacher elicits the correct answers. Exercise 2: - Teacher allows students time to read through the three sentences. Then, play the audio. - Students read and listen, then choose the correct answers in individually. Suggested answer - Teacher checks answers with the class. 1. Is Exercise 3: 2. Are - Teacher has students read the dialogue again 3. I’m not then work in pairs to complete the table. 4. is - Students do the task in pairs. 5. aren’t - Teacher checks answers with the class. Exercise 4: 4. Match the possessive pronouns in the box - Teacher asks students to complete the table with the possessive adjectives. with the correct possessive pronouns from the Suggested answer box. 1. his - Students do the task in individually. 2. hers - Teacher checks answers by reading out the 3. ours possessive adjective and asking volunteers to 4. yours say the corresponding pronoun. 5. theirs Exercise 5: 5. Write phrases with possessive pronouns. - Teacher has students practise using the Suggested answer possessive pronouns in sentences. 2. This is his. - Students do the task. 3. This is hers. - Teacher check answers with the class. 4. This is ours.
15. 5. This is yours. ACTIVITY 4: PRODUCTION 6. This is theirs  Aims: Students can use the knowledge 6. USE IT! Work in pairs. Look at the table they have learnt to do the task. below. Choose a person, a city and a place.  Contents: Students work in pairs to ask Then ask questions to find out your questions and guess their partner’s partner’s information. information.  Products: Students’ talking.  Organization: - Teacher puts students into pairs to ask questions and guess their partner’s information. (Teacher could make the activity competitive by telling students to count how many questions they take to guess the answer. The student who uses the fewest questions wins). - Students do as required. - Teacher gives some comments and (Students’ own answers) encourages students to be self-confident. ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.7). - Prepare new lesson. * Feedback: