Giáo án môn Tiếng Anh Lớp 6 - Unit 9: The body - Period: A1 + 2

-LESSON PLAN
UNIT 9: THE BODY
Period: A1 + 2
I/ OBJECTIVES:
Nouns to talk about parts of the body.
Develop speaking skill.
II/ LANGUAGE CONTENTS:
Grammar: - This/ That (review)
Vocabulary: words relating to parts of the body.
III. TECHNIQUES:
Question & answer
Match
Blackboard drill
IV/ TEACHING AIDS:
Pictures, flash cards, cassette recorder + tape.
V. PROCEDURES:
1/ The previous lesson:
Grammar: present progressive + present simple tense.
Vocabulary: the road signs.
2/ The new lesson:
SECTION
STEPS
TECHNIQUES & CONTENT
DRAWING EXPERIENCE
A1 + 2
Warm up
Teacher shows student a picture of the body
Question – answer
What is the picture about?
à Parts of the body.
ENGLISH 6
UNIT 9: THE BODY
PERIOD
OBJECTIVES
LANGUAGE CONTENTS
TECHNIQUES
1
A1 à A2
Nouns to talk about parts of the body
Develop speaking skill
Words relating to parts of the body 
This/ that (Review)
These / those
Question & answer
Match
Blackboard drill
2
A3 à A5
Adjectives to describe
Physical Appearance
Develop listening skill & speaking skill
Some adjectives relating to physical appearance.
Match 
Question & answer 
Listen and draw
3
B1
Face vocabulary
(Nouns and Adjectives) to describe
Faces
Words relating to faces
Question & answer crossword puzzle
4
B2 à B3
Adjectives of color to describe features
What color?
Question & answer
5
B4 à B6
Further practice in body vocabulary to describe people 
Develop listening skill
Words relating to describe people
Question & answer
Match
Rub out and remember
Presentation
A1
Pre-teach
- Teacher speaks parts of the body in English
- Plays the tape once
- Teachers vocabulary
His
Head
Chest
His
Shoulders
Arms
Hands
Legs
Feet/ a foot
His
Fingers
toes
* Students listen to the tape + repeat
* Rub out and remember
* Teacher labels the P of B picture as pre teaching.
Uses techniques
* Rub out and remember the labels.
* Gets students to re-label the picture
* Teacher reads the imperative, beginning with “Simon says ”, students will do it 
* Simon Says:
- Simon says touch your head
Simon says touch your chest
Simon says touch your feet
Touch your shoulders!
Simon says touch your shoulders
Simon says touch your legs
Touch your head!
Touch your shoulders!
* Simon says touch your head 
 left hand
 fingers
Touch your left foot!
Simon says touch your left foot
 Right foot
Touch your head!
Touch your toes!
Simon says touch your toes.
A2
Consolidation
Picture drill (A1 / p.96)
- Teacher explains the practice asking and answering, noticing the use of “his”
- Teacher points each part of the body and asks, students answer.
T: What’s that?
S: That’s his head
T: What are those?
S: Those are his shoulders.
- Students work in pairs
- Teacher chooses some pairs to perform in front of the class.
- Students lock at the picture and use the words to describe the parts of the body.
* Homework:
- Learn	: vocabulary and structures
- Do A1 + 2 / P.13 workbook
- Prepare A3 + 4 + 5 + 6
PERIOD 2: A3 + 4 + 5
I/ OBJECTIVES:
Adjectives to describe physical appearance
Develop listening & speaking skill
II/ LANGUAGE CONTENTS:
Grammar: Structure S + be + adjective
Vocabulary: some adjectives reading to physical appearance
III/ TECHNIQUES:
Question & answer
Match 
Listen and draw
IV/ TEACHING AIDS:
Pictures, flash cards, cassette recorder + tape
V/ PROCEDURES:
1/ The previous lesson:
Students ask and answer about the parts of the body (using structure “What is/ are? à This/ That is These / Those are )
Vocabulary à part of the body.
2/ The new lesson:
SECTION
STEPS
TECHNIQUES & CONTENT
DRAWING EXPERIENCE
A3
A4
A4
A5
Warm up
Presentation
Pre-teach
Practice controlled
Further Practice
Pre-listening /reading
While listening/ reading
Post listening / reading
Consolidation
Structure
- Teacher shows 2 pictures (fat & thin) asks students to describe 2 people (in Vietnamese)
Now, we learn how to describe a person
- Teacher uses the pictures to introduce new words:
Tall # short
Fat # thin
Heavy # light
- Plays the tape twice, students listen and repeat 
- Helps students write the structure.
S + be + adjective
* Game: nougats and Crosses
Students make sentences
She’s tall 
Nougats and Crosses
Tall
Big
Fat
Small
Thin
Short
Quit
Light
Heavy
- T shows the pictures and asks the student to make sentences, using new adjectives 
- T/F repetition drill A4/p.98
* Teacher : Students
- Picture a) She’s thin _ She’s tall _ repeat_ repeat.
- Picture b) He’s thin _ He’s short. He’s fat_silent_repeat_repeat.
- Picture c) He’s small. He’s tall. He’s heavy _silent_repeat_repeat
- Picture d) She’s thin. She’s tall. She’s short. She’s fat_silent_silent_repeat_repeat.
Predict
- A4/p.98
- Students fill in the adjectives for the people in the picture a) – d)
- Students listen to the tape and write the order (1, 2, 3, 4, 5) of the people describe.
- Teacher corrects them 
Gird (with answer key)
Talk? Short? Fat? Thin?
a
(thin, tall)
(4)
b
(short, fat)
(3)
c
(tall, fat)
(2)
d
(Short, fat)
(1)
Teacher uses two pictures to introduce two people: Chi and Tuan. Chi is a gymnast and Tuan is a weightlifting
- Teacher new words:
Gymnast _ weight lifter strong # weak
- Plays the tape twice, student listen
- Calls some students to read the text and correct their pronunciation.
- T/F exercise about Chi
Chi is short
She is thin
She is weak
- Review the structure S + be + adj
- Students describe their friends
- Do exercise A4 in workbook
- Homework:
+ Write 6 sentences to the describe the people in your family.
+ Learn vocabulary and structures
+ Do A3 in workbook
+ Prepare B1. 
UNIT 9
PERIOD : 3 _ B1
SECTION B: FACES
I/ OBJECTIVES:
Identifying and describing facial features
Develop speaking and listening skills.
II/ LANGUAGE CONTENTS:
Grammar: Structure S + have/has + (a/an) + adjective + N
Vocabulary: words relating to faces.
III/ TECHNIQUES:
IV/ TEACHING AIDS:
Pictures, flash cards, cassette recorder + tape
V/ PROCEDURES:
1/ The previous lesson:
I give pictures or 4 people, ask 2 pupils to describe them.
Checks vocabulary.
2/ The new lesson:
Unit 9: The Body
Section B _ Face B1
SECTION
STEPS
TECHNIQUES & CONTENT
DRAWING EXPERIENCE
B1
Warm up
Presentation
Practice controlled
Further 
Pre-listening /reading
While listening/ reading
Post listening / reading
Repeat the new words 
Describe
- T shows the students a picture of the body.
- Students say part of it.
- T uses that picture to introduce the new lesson: faces.
- T. techs’ new words: hair, eye (s), nose, moth, ear (s), lip (s), tooth teeth (using picture)
- Students listen to the tape (2) and repeat 
- Teacher models with a student
“What is this? / What are those?
It is a / They are ”
- Pair work
- Some pairs perform before class.
Questions – Answers.
- T. draws quickly 2 faces on the board (round-oval) (hair: long-short). Are they different?
- T. teachers new words: round, oval, full # thin, long # short (using pictures)
- Students listen and repeat after the tape.
- T. explains the structure:
 He has a round face
 She has full lips
S + have/has + (a/an) + adj + N
- T. shows 6 large size pictures (p.100) and asks student to label them 
- T. gives 1 picture and asks students to choose “T” or “F”
He has an oval face
He has thin lips
He has short hair
Their friends (using S + have/has + adj + N)
* Homework:
- Learn vocabulary and structure
- Do A1 + A2 in workbook
- Write sentences to describe your father, mother, sister, brother 
- Prepare B2 + 3
UNIT 9
PERIOD 4
SECTION B: FACES (B2 + 3)
I/ OBJECTIVES:
Learn the color to describe a person or thing.
Practicing speaking and listening skills.
II/ LANGUAGE CONTENTS:
Grammar: What color ? It/ They are 
Vocabulary: adjectives or colors
III/ TECHNIQUES:
Questions & answer
Role play 
IV/ TEACHING AIDS:
Pictures, flash cards, cassette recorder + tape, colored pencils.
V/ PROCEDURES:
1/ The previous lesson:
T gives a picture of a girl with long hair, a round face and full lips. Has students ask and answer about the parts of the and describe her face.
2/ The new lesson:
SECTION
STEPS
TECHNIQUES & CONTENT
DRAWING EXPERIENCE
B1
Warm up
Presentation
Practice controlled
Free
Repeat the new words 
Describe
* Question - answers
- We have learnt how to describe a person’s face. How do we know a person is a Vietnamese or American? (Using Vietnamese).
- Today we learn about colors.
- T. uses colored pencils or paper to teach new words: black # white, gray/ grey, red, orange, yellow, green, blue, brown, pupils.
-T. plays the tape. Students listen repeat
- T. points the objects in class. Students give their colors.
- T.explains the structure of “What colour ?”
What color is her hair?
	 V S
It is black
S V Adj
What color are her eyes?
	V S
They are brown
S	V	Adj
- T. asks, students answer using atoll.
- Pair works (practicing asking and answering what colour ? (Picture in p.101)
- Some pairs perform before class
- Students ask and answer about the colour of their own things.
Question-answers
- What do you say to ask about colours in singular, in plural?
“What color is ? It is + adj of colors 
 are They are
- Pair work: ask and answer about colours of eyes and hair.
* Homework:
- Learn vocabulary and structure
- Make + sentences (asking and answering) with the structure “What colour ?”
- Prepare B4 + 5
LESSON PLAN
UNIT 9: THE BODY
PERIOD 5_SECTION B: FACES (B4 + 5 + 6)
I/ OBJECTIVES:
Consolidating structures used to describe a person.
Developing listening, speaking, reading and writing skills.
II/ LANGUAGE CONTENTS:
Grammar: + consolidating
S + be + adj
S + have/has + adj + N
What colour
+ OR. Question (new)
III/ TECHNIQUES:
Questions & answer
IV/ TEACHING AIDS:
Pictures, cassette recorder + tape.
V/ PROCEDURES:
1/ The previous lesson:
Students ask and answer about the colours.
2/ The new lesson:
SECTION
STEPS
TECHNIQUES & CONTENT
DRAWING EXPERIENCE
B4
B5
Pre.listening/ reading
While listening/ reading
Post listening/ reading
Practice
Free
Pre.listening
While.listening
Post.listening
- T. reintroduces Chi’s picture (p.98)
- Students talk about her.
- T. plays the tape twice. Students listening.
- Review the structure
 S + has/have + adj + N
- Asks some students to read the text.
- Students do exercise True-False
Miss Chi is tall
Her face is round
She has short black hair
Her eyes aren’t brown
She has a small nose
H ... rt
(to) grow
(to) produce
Fruit
Rice
Vegetables
A cow
Buffalo
paddy
Pull a cart
plow
milk
eggs
grow
produce
On the farm
animals
fields
Networks:
chicken
S: predict 6 things Mr. Hai has on his farm and 5 things he produces
Mr. Hai has 
Mr. Hai produces 
While reading 15’
Ss check their predictions
Mr. Hai has 
1. paddy fields
2. a small (vegetables) field
3. Fruit trees
4. Buffalo
5. Cows
6. Chickens
Mr. Hai produces 
1. Rice 2. Vegetables 3. Fruit 4. Milk 5. Eggs
T: Look at the picture – who’s this?
S: It’s Mr Hai
T: What does he do?
S: He’s a farmer
T: What do farmers produce?
S: (expected) produce: saûn xuaát
They produce rice, milk, fruit 
T: introduces new words
Buffalo, cow, to pull a cart, to grow, to plow, girds (with answer key)
Mr. H has/grows/ produces 
A lot
Some
A few
A little
Paddy fields
v
Rice
v 
Vegetables
v
Fruit trees
v 
Fruit
v 
Animals
v 
Buffalo
v 
Cow
v 
Milk
v 
Chicken
v
Eggs
v
Post-listening
10’
Board drill
Use the grid above for cues for the drill
Ex: exchanges
A: How many (paddy fields) does Mr. H (have)?
B: Some
A: How much (rice) does Mr. H (produce)?
B: a lot
T: Listen to the tape
S: Listen
T: Make questions p.167
S: a) –He produces lot rice.
 b) 
Consolidation
5’
S: Try retell the story, using the details written on the board
T: Asks questions to check their comprehension
S: Read the passage again and practice asking and answering is pairs
T: Give the key answers and retell the usage of “some, a lot of, a few, a little”
Homework (5’): Learn new words prepare A4, 5 (Workbook P133)
Remarks/ marks.
UNIT 16: MAIN AND THE ENVIRONMENT
PERIOD 3: A4, A5
I/ OBJECTIVES:
Reading a text about the environment to understand ideas in terms of clause and effect: “Why”, “Because”. Developing listening, reading comprehension and speaking skills.
Developing listening and reading comprehension.
II/ LANGUAGE CONTENTS:
1. Grammar: Why ?
	Because 
2. Vocabulary: land, cut down, burn, destroy, plants in danger.
III/ TECHNIQUES: Question – Answers; picture story
IV/ TEACHING AIDS: book, pictures, cassette
V/ TIMES: 45 minutes
V/ PROCEDURES:
SECTION 
STEPS
TECHNIQUES & CONTENT
A4, 5
Revision 5’
Matching:
The population
The world
To grow
Food
Röøng
Troàng 
Caùnh ñoàng
Daân soá
Con vaät
Noâng daân
Thöùc aên
Theá giôùi
Forest
Farmer 
Fields
Animals
Pre-reading 10’
Pre- teach
T: Introduces new words
S: Look at the board
T: Hanoi’s population is growing. What does “grow” mean?
S: Grow: taêng leân
T: Cut down: (use picture)
Burn: (use picture)
S: Cut down: ñoán haï
Burn: ñoát chaùy
T: Write the board (Explain in Vietnemese)
More, to destroy, Asians, to be in danger
- Repeat
S: Repeat (whole class)
A4/168
While – reading 15’
Comprehension
Questions
Post reading
T: Asks them to listen to the tape
S: Listen 3 times
T: Calls some pupils repeat
S: Repeat
T: Retells the content of the above passage, asking some questions as models and asks students to practice questions with “Why ?” and answer with “Because”
S: listen to the teachers then practice in pair asking Wh “because ”
T: Use pictures to show students the race animals which are in danger, ask students to repeat their names.
Look at the pictures and notice the names of race animals in Asia which are in danger
T: Snow leopard
Giant camel
Giant panda
Elephant
Orang – utan
Pairs work
Question – Answers
Remember consolidation 10’
Structure
Follow –up activity
Wh-question
S: write the question and answers in the notebook
Question
A)
B) (168)
C)
Answers
Because the population of the world is growing
Because they need more fields
Because people are destroying their home and environment.
Homework 5: Workbook from P.130-131
Do exercises as requested
UNIT 16: MAIN AND THE ENVIRONMENT
PERIOD 3: A4, A5
I/ OBJECTIVES:
Reading a text about pollution for vocabulary and to understand ideas. Developing listening, reading comprehension and speaking skills.
II/ LANGUAGE CONTENTS:
1. Grammar: (review) The present continuous tense 
2. Vocabulary: environment, ocean, sea, air, trash, pollute, waste, power, coal, oil, gas
III/ TECHNIQUES: Question – Answers; Write it - up
IV/ TEACHING AIDS: book, pictures, cassette.
V/ TIMES: 45 minutes
V/ PROCEDURES:
SECTION 
STEPS
TECHNIQUES & CONTENT
B1/169
Revision
5’
Slap the board
tree
animal
burn
destory
produce
land
Cut down
danger
Pre-reading
10’
Pre-teach vocabulary
T: Introduce the word “environment” by writing it on the board
S: Listen to the teacher and look at the board, notice the spelling of “environment”. Give them some more new words
S: Tell the teacher the words you know relating to the environment as much as possible.
water
air
land
forests
animals
environment
T: point B1/169 – They are trash. Trash pollutes our environment
S: (expected)
Trash:
Pollute:
T: What do we do with trash?
S: answer (Vietnamese)
T: Pollute : söï oâ nhieãm
Collect: thu nhaët
Save: tieát kòeâm
Keep off: traùnh khoûi
Pre-questions-predict.
What are we destroying?
What are we wasting?
What are we polluting?
While-reading
10’
T lets them listen to the cassette, them repeat.
S: Listen to the cassette and repeat the sentences chorally, then individually.
T: Asks them to reread the passage carefully, then practice asking and answering the questions.
S: Repeat the passage carefully, then practice asking and answering the questions.
T: Has them copy the passage, the questions and correct 
Questions
a, b, c, d (p.170)
Answers:
Because people are destroying the forests
Gazes are polluting the air
People are polluting the air
Because they’re burning too much coal, oil and gaze.
Post-reading 10’
Write it up
S: use the predict Pre Questions to make a list of “Don’t”
T: gives the first two as an example
Ex: (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 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
Consolidation (5’): Write about environment, can we help the environment?
Homework (5’): Prepare period 5 (B2, B3)
UNIT 16: MAIN AND THE ENVIRONMENT
PERIOD 5: B2, B3
I/ OBJECTIVES:
Should and shouldn’t for giving advice about protecting the environment
Developing listening and reading skills.
II/ LANGUAGE CONTENTS:
1. Grammar: Imperative
2. Vocabulary: words relating to this topic
III/ TECHNIQUES: Picture drill, matching
IV/ TEACHING AIDS: book, pictures, cassette
V/ TIMES: 45 minutes
V/ PROCEDURES:
SECTION 
STEPS
TECHNIQUES & CONTENT
B2 10’
P170-171
Revision
5’
Noughts and crosses
T: Elicits the verbs destroy, waste, pollute, produce.
Ex: S: Don’t (produce trash)
Plants
Water
The air
Power
Wild animals
The oceans
Forests
Coal
Trash
Presentation
Guess from context
S work out meaning of the new verbs from the pictures and fill in the Vietnamese meanings
To throw, pick, damage, keep off, save, collect
Matching
Answer key
a) picture
b)
c)
d)
c
f
a
h
e) picture
f)
g)
h)
e
b
g
d
Ex: We should collect paper
We shouldn’t (damage trees)
Noughts and crosses:
A: We shouldn’t (pollute the rives)
Damage
Destroy
Throw
Save
Pollute
Cut down
Waste
Collect
pick
T: Lets student read over one, give the meanings of the new words.
S: Read over one, listen to the teacher and notice the meanings of the new words
T: Has students listen to the cassette, then repeat sentences by sentence, then practice.
S: Listen to the cassette and repeat chorally, then individually
T: has them copy and memorize it 
S: copy and memorize
Consolidation 10’
Exercises B2/170
RULES
A
B
C
D
E
F
G
H
SIGNS
c
f
a
d
e
b
g
d
T asks them to listen to the tape
Pairs work, group work.
Homework: (5’) Prepare B4, 5, 6
UNIT 16: MAIN AND THE ENVIRONMENT
PERIOD 6: B4, 5, 6
I/ OBJECTIVES:
Further practice in should and shouldn’t for giving advice about environment.
Developing listening, speaking and writing skills.
II/ LANGUAGE CONTENTS:
1. Grammar: should 
 Shouldn’t + V
2. Vocabulary: words relating to this topic
III/ TECHNIQUES: Rub out and remember dialogue
	Picture drill
IV/ TEACHING AIDS: book, cassette
V/ TIMES: 45 minutes
V/ PROCEDURES:	
SECTION 
STEPS
TECHNIQUES & CONTENT
Warm up 5’
“Matching”
Collect trash on
 The streets
Don’t pick Water
Don’t throw The grass
Save Flowers
Keep off Paper
Pre teach
A trash can = waste basket (to) leave  (to) put a bag
Review the previous lesson by asking students what they should or shouldn’t do
S: Listen to the teacher and try to answer the questions
T: Has students do some sentence transformation using “should” or “shouldn’t” to rewrite the imperative sentences. Let them write in the notebooks
S: do the sentence transformation, then review in the notebooks 
T: Let them listen to the cassette and repeat 
S: Listen and repeat
T: Has them practice in pairs
S: Practice in pairs
B5
172
10’
Word cue drill
Water – waste/ save
Power – waste/ save
Paper – burn/ collect
Trash – leave / put it the trash can
Tree – damage/ grow
Bottles – throw/ collect
Flowers – pick / leave
Ex: A: We shouldn’t waste water
 B: That’s right, we should save it
A: We shouldn’t damage trees
B: That’s right, we should grow them 
Further practice
T: Let them practice in pairs, use to make a dialogue telling what they should or shouldn’t do
S : Practice in pairs, make similar dialogue with these above, using should or shouldn’t
Ex: We should save water
 We shouldn’t waste it
B6
172-173
Pre-reading
10’
T: Writes on the board
+ Waste paper notebooks, book, newspaper
+ Old plastic new things
S: Recycle : taùi söû duïng
T: Writes on the board
Scrap metal: kim loaïi pheá thaûi
Old plastic: nhöïa cuõ
Factory: nhaø maùy
S listen & read (whole class)
While – reading
Post-reading
T: Asks them to listen to the tape
S: listen (B6/172)
T: Asks some students to repeat
Exercises
T
We collect
Waste food
Empty bottles and cans
Waste paper, scrap metal and oil plastic
S (expected)
What for
Feed to pigs
Recycle
recycle
Pair works
Consolidation 5’
Question-Answers
Structure:
Save water
We should save water
Don’t waste water
We shouldn’t waste it
- Too much
Homework (5’):
Learn new words, structures by heart.
Prepare grammar practice (174-175)