Giáo án môn Tiếng Anh Khối 6 (Chuẩn kiến thức)

Wednesday ,August 27th, 2007
Period 1: Giíi thiÖu m«n häc vµ ph­¬ng ph¸p häc
I Aims:
By the end of the lesson, students will be able to know the content of the textbook of grade 6 and the methods of learning English . 
II Content :
1. Néi dung ch­¬ng tr×nh m«n tiÕng Anh líp 6.
- Gåm 16 ®¬n vÞ bµi häc .Mçi ®¬n vÞ bµi gåm 2,3 phÇn A,B,C. Mçi phÇn ®­îc häc tõ 1 ®Õn 2 tiÕt häc 45 phót.
- Mçi 1 bµi häc (section).Trong cuèn tiÕng Anh 6 ®­îc ph¸t triÓn theo tr×nh tù tõ presentation, practice, further practice vµ consolidation.
- PhÇn më bµi lµ tranh ¶nh hoÆc c¸c ho¹t ®éng do gi¸o viªn tiÕn hµnh nh»m g©y høng thó cho c¸c em vµ h­íng sù chó ý cña c¸c em vµo chñ ®Ò hay träng t©m cña bµi häc.
- PhÇn giíi thiÖu ng÷ liÖu míi gåm c¸c môc nh­: Listen -repeat/ listen -read nh»m giíi thiÖu cho c¸c em nh÷ng tõ vµ cÊu tróc tõ míi trong bèi c¶nh ng«n ng÷ ®­îc sö dông trong ®êi sèng .
KiÓm tra møc ®é hiÓu ng÷ liÖu míi gåm c¸c môc nh­:
 ask and answer
practise with a partner 
 match 
 true- false,.
 nh»m ®¶m b¶o cho c¸c em hiÓu ®­îc c¸c tõ hoÆc cÊu tróc míi vµ néi dung c¸c th«ng tin trong bµi ®äc hoÆc bµi ®èi tho¹i tr­íc khi b¾t ®Çu thùc hµnh.
- Thùc hµnh cã c¸c lo¹i bµi tËp kh¸c nhau vÒ nghe, nãi, ®äc, viÕt ®Ó thùc hµnh ng÷ liÖu theo chñ ®iÓm, chñ ®Ò cña bµi .
- Nh÷ng môc cã ®¸nh dÊu (*) lµ nh÷ng bµi më réng, dµnh cho c¸c em tù lµm ë nhµ . 
- Ghi nhí (remember) lµ môc tãm t¾t träng t©m cña bµi, gióp c¸c em nhËn biÕt vµ ghi nhí nh÷ng ®iÓm chÝnh cña mçi phÇn häc.
- LuyÖn tËp ng÷ ph¸p (grammar practice), tËp hîp c¸c bµi, gióp c¸c em còng cè thªm c¸c cÊu tróc ng÷ ph¸p sau mçi 2 hoÆc 3 ®¬n vÞ bµi häc.
- Cuèi s¸ch lµ phÇn tãm t¾t ng÷ ph¸p (grammar) vµ b¶ng tõ vùng (glossary) cho c¶ n¨m häc.
- §i kÌm cuèn s¸ch lµ 1 b¨ng ghi ©m gåm tÊt c¶ c¸c bµi luyÖn kü n¨ng nghe do ng­êi b¶n ng÷ ®äc .
2. Ph­¬ng ph¸p häc m«n tiÕng Anh líp 6.
Môc ®Ých cuèi cïng cña viÖc häc ngo¹i ng÷ lµ giao tiÕp. V× vËy, khi häc 1 ngo¹i ng÷ häc sinh ph¶i hÕt søc coi träng viÖc häc tõ vùng. Kh«ng cã tõ vùng th× kh«ng cã ng«n ng÷. Häc sinh häc thu«c lßng phÇn tõ vùng qua mçi bµi häc. Tõ vùng cã thÓ ®­îc häc qua c¸c bµi ®èi tho¹i, c¸c bµi ®äc hay mÉu c©u. Ph¶i luyÖn tËp tõ vùng qua nhiÒu h×nh thøc. Luþªn tËp tõ kÕt hîp víi luyÖn tËp c¸c mÉu c©u vµ c¸c cÊu tróc. ë líp ph¶i tÝch cùc thùc hµnh luyÖn nãi theo cÆp, theo nhãm ®Ó ph¸t huy kh¶ n¨ng giao tiÕp.
Tranh thñ luyÖn nghe thªm ë nhµ: cã thÓ mua thªm mét sè tµi liÖu tù nghe hiÓu ë nhµ. Lµm ®Çy ®ñ c¸c bµi tËp t­¬ng øng víi mçi bµi häc trong s¸ch bµi tËp.
Mua thªm c¸c s¸ch tham kh¶o (bæ sung hoÆc n©ng cao) vµ lµm thªm ë nhµ.
III. Homework: 
 Prepare unit 1. Greetings : A 1-4 (p 10-11) 
Thursday August 29th ,2007
Period 2: unit 1:Greetings
 A1- 4 ( P10-11)
I:Aims: By the end of the lesson, Ss will be able to introduce their own names and practice greeting to each other ; say and write numbers from 0 to 5.
+ Teaching aids: hand books, pictures, cue cards
+ Anticipated problems: 
II..Procedure
1.Warm up:- Greet each other, introduce the new lesson 
 - Ask students to look at page 10 and give comments.
2. Pre-teach vocabulary.
 Hi= hello xin chµo, nµy ( situation + picture)
 Name tªn (example)
 I (pro) t«i, tí, m×nh (explanation) 
 My(¹dj) cña t«i, cña m×nh (explanation)
 Classmate (n) b¹n cïng líp (situation) 
 Greeting(n) lêi chµo hái ( translation)
 0= oh (visual), 1= one, 2= two, 3= three, 4= four, 5=five
+ checking : ROR
3. Dialogue build:
a, Lan: Hi .I 'm Lan.
 Nga: Hi .I 'm Nga.
b, Ba: Hello .My name is Ba.
 Nam: Hello. My name is Nam. 
Practise the dialogue 
- Teacher models (1-2 times)
- Ss repeat chorally and in pairs ( open pairs - close pairs)
Concept check: 
Form: A, Hi= Hello
 B, I'm / my name's + tªn riªng
Meaning: A, Xin chµo (®©y lµ hai c¸ch chµo th©n mËt. Tuy nhiªn " hi" lµ c©u chµo th©n mËt h¬n th­êng khi gÆp b¹n bÌ th©n thiÕt cïng trang løa )
 B,Tªn t«i lµ...( t«i lµ...)
Use: Chµo hái vµ giíi thiÖu tªn m×nh 
Pronunciation: Hi/ Hello/ My name's/ z/
III. Practice: 
- Ask ss to work in pairs to introduce their own names 
Model : Hello. I'm ...../Hi. My name's...
- Ask ss to work in groups of 4 or 5
Eg : S1 : My name's Nam 
 S2: My name'sThanh
 S3: My name's Tuan
-Ask ss to practise reading numbers from 0 to 5
 Ha Tinh Hue Hai phong Da Nang Ha Noi Hung Yen
 039 045 031 051 04 031
Run through cues
T models S1 : Ha noi please S2: Oh four 
Open pairs - close pairs
III. Further practice:
 - Slap the board (group work)
 - Teacher reads in English
 - Ss slap the numbers 
Homework:
- Learn by heart numbers from 0-5 and vocabulary. 
- Practise greeting, introducing your own names
- Do exercises A1,2 page 4,5 -workbook 
Prepare A5-8 page 12-13
V. Teacher's self- evaluation
Friday September 5 th 2007
Period 3: Unit 1 : Greetings
A5-8 (p 12-13)
A): Aims 
By the end of the lesson, Ss will be able to pratice asking and answering about health to greet each other, say goodbye , say and write numbers from 6 to 10.
+ Teaching aids: handbooks, pictures, cue cards 
+ Anticipated problems:
B) Procedure: 
I. Presentation:
1. Jumbled words: wto=two ifev=five ho=oh
 erthe=three rfou=four noe=one
2.Pre-teach vocabulary:
 How are you? B¹n cã khoÎ kh«ng ? (translation)
 Fine(adj) khoÎ (translation)
 Thanks = thank you c¶m ¬n (situation)
 Miss c« (ch­a lËp gia ®×nh ) (situation )
 Mrs bµ , c« (®· cã chång) (situation)
 Mr «ng, ngµI (translation)
 Very well rÊt khoÎ ( translation)
 6 : six 7: seven 8: eight nine: 9 10 : ten
 + Checking :Matching
3. Set the scene: ROR dialogue
 Ba : Hi, Lan. 
 Lan : Hello, Ba. How are you ?
 Ba : I'm fine, thanks. And you ?
 Lan: Fine ,thanks. 
 - Read chorally .
 - ROR the dialogue
Concept check : 
A Model sentences: How are you? I'm fine, thanks 
 B Meaning: B¹n cã khoÎ kh«ng? M×nh khoÎ, c¶m ¬n .
 C Use : Hái th¨m va tr¶ lêi vÒ søc khoÎ.
II. Practice:
1. Substitution drill: A6 - P12
-Explain the example
-Ask Ss to do A6 in pairs 
2. Writing: A7 (13)
- Explain the exercises.
- Ask Ss to do A7 individually .
- Give feedback.
3. Dictation: 
- Ask ss to listen and write down following numbers
 820294 881017 7650576 7683045 0982247337
- Get ss to compare with their partners 
- Get ss to listen again
- Give answers
III. Further practice: Open dialogue (complete it in pairs)
Minh.....evening,Van.
Van : Hi,Minh...you ?
Minh ....fine,thanks...,...?
Van : Fine,...goodbye. 
Minh: 
V. Homework:
- Learn by heart the dialogue
- Do A3,4 (P5_Work book)
- Prepare B1_6 (P14_16)
V. Teacher's self-evaluation:
Monday September9th 2007
Period 4 UNIT1: GREETINGS
 Lesson 3:B1 - 6 (P14 - 16)
A.Aims: By the end of the lesson, Ss will be able to use good morning / after noon / evening ... to greet each the other 
- we are/ we're... to talk about "us "
- Say and write number from 11 to 15
- Teaching aids: handbooks, pictures, use cards 
- Aiticipated problems:
B. Procedure:
I. Presentation
1. Warm up : 
- Gretings
- Check old lesson A3,4
2. Pre-teach vocabulary: 
- good 'morning: xin chµo (buæi s¸ng )
- good after'noon :xin chµo ( buæi chiÒu )
- good 'evening: xin chµo (buæi tèi )
- good night : chóc ngñ ngon 
- goodbye/bye: chµo t¹m biÖt 
- children ( pl n) :trÎ em , häc sinh (situation)
- Mom : mÑ (th©n mËt )
11: eleven	13: thirteen	15: fifteen
12: twelve 	14: fourteen	We: chóng ta, chóng t«i
Checking: R.O.R
3. Dialogue build B3 p.15
Miss Hoa: (Good morning),children
Children: (Good morning),Miss Hoa
Miss Hoa: (How are you)?
Children: We're fine,(thank you)
 How are you?
	Miss Hoa: Fine,thanks.(Good bye)
	Children: Bye
_Practise the dialogue:T models-> ss repeat chorally and then practise in pairs
Concept check: What do you say when you meet someone in the mornig ? (good morning)
What do you say to your teacher (friends) at the end of the class?(goodbye/bye)
II. Practice
1.Picture drill: B2
 example exchange: S1: good (morning)
 S2: good (morning)
2. Cue drill: 
 7+8 10+2 5+6 7+6 6+8 7+3
Example: S1 : seven and eight 
 S2: ten and two (Cã thÓ cho häc sinh tÝnh ra tæng lu«n)
III. Further practice: Written answer.
- Ss work in individually and then compare with their friends.
- T corrects ss' answers
Key: Lan: good afternoon, Nga 
Nga: good afternoon , Lan 
Lan: How are you?
Nga: I'm fine thanks , And you?
Lan : Fine , thank you
Nga :goodbye
Lan:Bye
- Bingo: T chooses 4 numbers from 0-> 15 and reads 
 6-12-2-5-13-8-11-4-14-7-10-15-1-3-0-9
IV. Homework.
- Learn by heart vocabulary
- Do exercise B1,2,3(6,7-work book)
V. Teacher's self- evaluation and remarks.
Period 5 Unit 1: Greetings
Period 5: Lesson 4 C1 - 4 (P17-19)
I. Aims:
By the end of the lesson, Ps will be able to say numbers 0 - 20 and ask and answer about ages.
- Tenching aids: handbook, pictures, cue cards.
- Anticipated problems.
II. Content:
1. Pre teach:
How old ?: 	Bao nhiªu tuæi ?	(situation)
How old are you ? : 	B¹n bao nhiªu tuæi ?
This is ....: 	§©y lµ.... 	(situation)
This is .... Lan: 	§©y lµ Lan
Number (n): 	Con sè	(example)
2. Ps practice saying numbers oh-> twenty
oh, 	one	six	eleven	sixteen
	two	seven	twelve seventeen
	three	eight	thirteen	eighteen
	four	nine	fourteen	nineteen
	five	ten	fifteen	twenty
Slap the board:
20
15
6
4
12
20
17
2
9
7
Bingo:	C5 (P19)
Teacher reads:
7, 12, 20, 1, 8, 19, 10, 15.
4, 11, 17, 2, 19, 16, 13
0, 3, 18, 6, 14, 5
3. Presentation dialogue:	(C3 - P8)
- Hello, Miss Hoa. This in Lan
- Hello, Lan. How old are you ?
- Im eleven.
+ Tmodels ® Ps repeat chorally and in pairs / groups
+ Model sentences: 	- How old are you ?
- I'm (twelve)
+ Concept cheek:
- When you want to ask about someone's age, what question do you use ? (how old)
- What is the question form ? 	(How old + be + S ?)
- What is the ansver form ?	(S + be + tuæi)
+ Picture drill:
20
12
11
18
Example exchange:
P1: How old are you ?
19
8
15
13
P2: I'm (twelve)
4. Further practice:
+ Pair work: Ask and answer about age.
P1: How old are you ?
P2: I'm (eleven)
+ Extra exercise: Complete the sentences:
a) I / 9 / old / how / I / 12
- I'm nine years old. How old are you ?
- I'm twelve
b) We / 14 / how / I / 8
c) I / 16 / how / I / 20
d) We / 5 / how / we / 11
III. Howework: 	- Learn by heart vocabulary and dialogues
- Do C1,2,3 (P7,8,9 - Work book)
- Prepare C5 - 6 (p19)
IV. Teacher's self - evaluation and remarks
Period 6 Unit 1: Greetinhs
 	 C5 - 6 (P19)
I. Aims:
By the end of lesson, Ps will be able to
count numbers 1 - 20 fluently and give
a telep hone number.
- Teaching aids: handb ... valuation and remarks
T96 UNIT 16 Man and the enviroment
Lesson 1 A1,2 (P166-167)
I. Aims
By the end of the lesson, students will be able to read and understand the text about farming.
Teaching aids: textbook, poster
Anticipated problems.
II. Content
1. Presentation: Presentation text A1 P166
Model sentence:
How much rice is there?
There’s some
 a lot of = (lots of) rice
 a little
How many eggs are there?
There are some
 a lot of | lots of | eggs
 a few
2. Pre reading: 
Pre teach:
On the farm: ở trang trại rice buffalo
A buffalo: con trâu 
A cow: con bò cái grow animals
(to) plow: cày 
(to) pull a cart: kéo xe bò on the farm
(to) grow: trồng 
(to) produce : sản xuất produce fields
eggs plow 
3. while reading
Comprehension questions: A2 P167 a→e
 Grids (with key)
Hai has/ grows/ proceduces.
A lot
Some
A few
A little
Paddy fields
Rice
Vegetables
Fruit trees
Fruit
Animals
Buffalo
Cows
Milk
Chickens
eggs
Ö
Ö
Ö
Ö
Ö
Ö
Ö
Ö
Ö
Ö
Ö
Ö
4. Post reading: Board drill
Use the grid above for cues for the drill.
 Example exchanges
S1: How many (paddy fields) does the Mr Hai (have)?
S2: (some)
S1: How much (rice) does the Mr Hai (produce)?
S2: ( a lot)
III. Home work:
Learn by heart vocabulary
Do A2 (work book)
Prepare A4-5 (P168)
IV. Teacher's self evaluation and remarks
T97 UNIT 16. Man and the enviroment
Lesson 2 A3-5 (P168)
I. Aims
By the end of the lesson, students will be able to read a text about the environment to understand ideas in terms of cause and effect “why?” “because”.
Teaching aids: textbook, pictures
Anticipated problems.
II. Content
1.Matching A3 P167
(nb: the tapescript in the teacher’s book is wrong. Read this aloud instead)
There are a lot of vegetables
There are some flowers
There are some tomatoes
There are a lot potatoes
There are a few onions
There’s a little rice
 Answer key
a) D ;b-B ; c) A ; d) C ; e) E 
2. Pre reading: 
Pre teach:
Land(n): đất
(to) cut down (trees/ the forest): chặt cây
(to) burn: đốt
(to) destroy: phá huỷ
Plants(n): thưc vật, cây cối
In danger: trong sự nguy hiểm
Checking:
What and where/ ordering pictures
Land cut down
Burn destroy plants
 In danger
3. While reading: A4 P168
Students check their order:
 Key: 
e ,c ,b ,d ,f ,a ,g
Comprehension questions A5 p168
 Key:
Because there are more people
Because they need more fields
Because people/we are destroying their home and their environment
4. Post reading: Picture story (recall)
In groups, students retell the text in their own words using the “ordering” pictures as cues.
III. Home wo
Planning date: 23/4/2012
Teaching date :26/4/2012
 UNIT 16. Man and the enviroment
Period 3/98 B1 
I. Aims
By the end of the lesson, students will be able to read a text about pollution for vocabulary and understand ideas.
Teaching aids: textbook, poster
Anticipated problems.
II. Content
1. Revision: Slap the board
C©y ph¸ huû ®éng vËt ®èt ch¸y
 s¶n xuÊt mèi nguy hiÓm 
2. Pre reading:
 * Pre teach vocabulary:
The environment: m«i truêng The ocean = the sea
The air: kh«ng khÝ Trash: rac, ®æ phÕ th¶i
(to) pollute: làm « nhiÔm (to) waste: làm l·ng phÝ
Power (n) n¨ng luîng Coal (n): than ®¸
Oil (n): dÇu Gas (n): khÝ ®èt
Checking : R&R
 * Pre questions: Predict
What are we destroying?
Forests
..
..
What are we wasting?
.
..
What are we polluting?
..
..
..
..
3. While reading: B1 P169
Students read the text and check their predictions.
 Answer key:
What are we destroying?
Forests
Wild animals
plants
What are we wasting?
water
power (coal, oil, gas)
What are we polluting?
The air
The land
The rivers
 The oceans
Comprehension questions: B1 P170 a→d
 Key:
Because we are destroying the forests 
Gases are polluting the air
It comes from gases and trash 
Trash is
4. Post reading: write it up*
Students use the predict pre questions to make a list of “don’t”. Teacher gives the first two as an example
 Example:
(from “what are we destroying?)
forests→don’t destroy the forests
(from “what are we wasting?)
water→don’t waste water
Don’t destroy our environment!
Don’t destroy the forests
Don’t destroy the wild animals
Don’t destroy the plants
Don’t waste water
Don’t waste power
Don’t pollute the air
Don’t pollute the land
Don’t pollute the rivers
Don’t pollute the oceans
III. Home work:
Learn by heart the pattern
Do B1 (work book)
Prepare B2 P170-171
IV. Teacher's self evaluation and remarks
Planning date: 29/4/2012
Teaching date :2/5/2012
 UNIT 16. Man and the enviroment
Period 4/99 B2 
I. Aims
By the end of the lesson, students will be able to use “should” and “shouldn’t” for giving advice about protecting the enviroment.
Teaching aids: textbook, pictures
Anticipated problems.
II. Contents
1. Revision: 
Plants
Water
The air
Power
Wild animals
The oceans
Forests
Coal
trash
 Noughts and crosses
Teacher elicits the verbs: destroy,Waste, polute, produce
Example:
S1: Don’t (proceduce trash)
2. Presentation: B2 P170-171 
Matching:
Students read the sentences a→h and match the sentences with the pictures
Key:
Picture c
Picture f
Picture a
Picture h
Picture e
Picture b
Picture g
Picture d
Guess from the context:
Students work out the meaning of the new verbs from the pictures and fill in the Vietnamese meanings
(to) throw = nÐm, vøt
(to) pick = nhÆt, ®ãn
(to) damage = làm háng
(to) keep off = tranh khái
(to) save = tiÕt kiÖm
(to) collect = thu nhÆt
Model sentences
We should collect paper
save water
we shouldn’t throw trash on the street
 damage trees
Concept check: 
Teacher asks:
When we want to give advice about something, what word do we use?(should/ shouldn’t)
What comes after “should/ shouldn’t”? (Vbare)
Who can give the form?
 S + should/shouldn’t + Vbare
3. Practice: Picture drill B2 P170 a→h	
Example exchange:
S1: We shouldn’t (damage trees)
S2: That’s right
Substitution table: Students match and write sentences( in teams)
Example: We should collect paper
Should damage trash
Shouldn’t collect trees
 throw paper
save flowers
pick bottles and cans 
III. Home work:
Learn by heart the pattern
Do B2 (work book)
Prepare lesson 6 B4-5 P171-172
IV. Teacher's self evaluation and remarks
Planning date: 29/4/2012
Teaching date :4/5/2012
 UNIT 16. Man and the enviroment
Period 5/100 B4 - B5 
I. Aims
By the end of the lesson, students will be able to do further practice in should and shouldn’t for giving advice about the environment.
Teaching aids: textbook, poster
Anticipated problems.
II. Contents
1. Practice: Word square
C
O
L
L
E
C
T
P
U
P
I
C
K
P
W
O
T
H
R
O
W
L
E
L
D
E
S
T
R
O
I
L
O
V
G
R
O
W
O
U
W
A
S
T
E
S
U
T
N 
S 
D 
A 
M 
A 
G 
E 
 collect, pick, throw, destroy, grow, waste(s), damage
- cut down, plow, we, you
 pollute
- save
 * Pre teach vocabulary:
 - A trash can = a waste basket : thïng r¸c ( visual )
 - (to) leave bá l¹i ( trans)
 - (to) put ®Æt, ®Ó ( mine)
 - A bag tói, bao ®ùng (visual) 
R&R dialogue: B4 P171
Picture drill B5 P127
 Example
S1: we shouldn’t leave trash
S2: that’s right
 Key:
Picture b: we should save water
Picture c: we shouldn’t damage trees
Picture d: we should collect bottles and cans
Picture e: we shouldn’t pick followers
Wordcue drill:
Water – waste/ save
Power – waste/ save
Paper – burn/ collect
Trash – leave/ put it in the trash can
Trees – damage/grow
Forests – cut down/ grow
Bottles – throw/ collect
Flowers – pick/ leave
Example exchange:
S1: we shouldn’t (waste water)
S2: that’s right, we should (save it) 
2.Further practice:
Transformation writing
Students change the text from “our neighborhood” to “our school”.
 Our neighborhood:
Our neighborhood should be beautiful. We shouldn’t throw trash on the street. We shouldn’t waste water in our neighborhood. We should plant more flowers and trees in the street. We shouldn’t damage the trees when we go walking. We should collect bottles and cans and take them home.
 Answer key:
 Our school:
Our school should be beautiful. We shouldn’t throw trash in the classroom. We shouldn’t waste water in our school. We should plant more flowers and trees in the school yard. We shouldn’t damage the trees when we do sports. We should collect paper and take it home.
III. Home work:
Learn by heart the dialogue
Do B4-6 (work book)
Prepare lesson 7 Grammar practice P174-175
IV. Teacher's self evaluation and remarks
Planning date: 5/5/2012
Teaching date :7/5/2012
 Period 101 Grammar practice 
I. Aims
By the end of the lesson, students will be able to do further practice in present simple and progressive, comparatives and superlatives, quantifiers and countability: countries, natural features, farming and environment vocabulary.
Teaching aids: textbook, poster
II. Content
1. Countries and languages + Present simple.
Networks
 France Japan Canada- English
China countries and languages Australia
 Vietnam – Vietnamese The USA 
Guessing game:
I’m fromand I speak.
Nb: students can’t put “Vietnam”!
S1: Are you from Vietnam?
S2: No, I’m not
S3: Do you speak English?
S2: Yes, I do.
S4: are you from Canada?
S2: No, I’m notetc
2. Present simple and present progressive:
Mapped dialogue:
Grammar practice 2 P174 a→f
S1 s2
name? Susan 
live? London
staying now? Hanoi
.do? Teacher
Whatteach? English
teach you? NoMr Hai
 Example exchange: 
S1: What’s her name? S2: Her name’s Susan
S1: Where does she live? S2: She lives in London
S1: Where is she staying now? S2: She’s staying in Hanoi
S1: What does she do? S2: She’s a teacher
S1: What does she teach? S2: She teaches English
S1: Does she teach you? S2: No, she doesn’t. Mr Hai does 
3. Intergrated items of Grammar and vocabulary:
Lucky numbers!
LN!
Name 2 things we should do to save our environment
Name 4 vegetables we grow in VN
Name 3 farm animals
LN!
Name 4 natural features that there are a lot in VN
What’s the second biggest city in VN?
Name 2 languages that you speak
LN!
Name 2 countries you would like to visit 
Name 2 things we shouldn’t do to save our environment.
LN! 
Bingo
Students write down any 5 vocaulary words from Unit 16
Teacher reads: produce, the environment, trash, collect, save, oil, power, waste, cut down, damage, throw, gas, trash can, destroy, pick, pollute, keep off, burn, the ocean, water, wild animals, grow
III. Home work:
Review vocabulary and structures
Do “test yourself” (workbook)
IV. Teacher's self evaluation and remarks