Giáo án Tiếng Anh Lớp 6 - Chương trình học kỳ II - Năm học 2018-2019 - Nguyễn Trung Kiên

Week 1st: 	 Planning date: 14/ 8 /2018
PERIOD 1: HƯỚNG DẪN HỌC VÀ KIỂM TRA
I. Đặc điểm chương trình Tiếng Anh 6 mới:
Là chương trình tiếng Anh được biên soạn tiếp theo chương trình tiếng Anh ở bậc tiểu học.
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).
II. Phương pháp học:
1. Tại trường:
Tập trung nghe giảng, nghiêm túc làm theo các yêu cầu của 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 đó học, các cấu trúc câu. Ghi chép đầy đủ, chính xác.
2. Tại nhà:
Ôn lại bài học ngay khi có tiết học ở lớp.
Dựa vào các cấu trúc và các ngữ liệu đó học để luyện nói tiếng Anh cùng bạn.
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.
Viết từ mới và mẫu câu hay vào sổ tay học tập của mình.
III. Giới thiệu sách giáo khoa:
Sách giáo khoa Tiếng Anh 6 được thiết kế với kênh hình và kênh tiếng phong phú. Mỗi đơn vị bài học được chia thành 7 phần thích hợp cho việc rèn luyện các kỹ năng nghe, nói, đọc, viết, ngữ pháp, ngữ âm và từ vựng.
Phần 1: Getting started: Giới thiệu từ vựng và ngữ pháp.
Phần 2: A closer look 1: Luyện từ vựng và ngữ âm.
Phần 3: A closer look 2: Học ngữ pháp
Phần 4: Communication: Thực hành núi tiếng Anh.
Phần 5: Skills 1: Luyện kỹ năng đọc, nói
Phần 6: Skills 2: Luyện kỹ năng viết, nghe.
Phần 7: Looking back&Project: Luyện tập, củng cố các kiến thức đó học.
Week 1st: 	Planning date: 15/8 /2018
PERIOD 2: UNIT 1: MY NEW SCHOOL
Lesson 1: Getting started
A special day
I/ Objectives: By the end of the lesson, the students will be able to:
Use the lexical items related to the topics “My new school”.
Ask appropriate questions when making new friends at school.
II/ Language contents:
- New words: Compass, knock, poem, borrow. 
- Talking about and describing school things.
III/ Teaching aids:
Prepare pictures, CD disk and a cassette player.
IV. Anticipated problems:
Students may have difficulties in speaking, listening , some phrase ,in completing all exercises by themselves. -> Teacher’s solution: T. elicits, makes models, uses the tape many times if necessary, explains, gives eliciting questions.
V/ Teaching produces:
Stages/
time
Teacher’s activities
Students’ activities
1. Warm up:
 (5’)
2.Presentation:
 (15’)
3. Practice:
 (15’)
4. Production:
 (5’)
5. Homework:
 (5’)
- Are you happy to meet your classmates after long summer vacation?
- Write the title on the board ‘ A special day’. 
Explaining the meaning of ‘special’ and ask students to guess what the picture might show or what the conversation might be about. Let students open their books and check their answers.
Ask students questions about the picture:
What is Phong doing?
Who are Vy and Duy?
Are they wearing the new uniform?
Why is it a special day?
Teacher elicits the new words from students and writes on the board.
- compass(n): visual
- knock (n ): mime
- poem (n): visual
- borrow (v)# lend
- play the recording.
Calls some groups to practice the dialogue, read aloud in front of the class.
a. Let students work independently. Allow them to share answers before discussing in groups.
 Key ; 1.T 2.T 3.F 4.T 5.F
 b. Tell students to refer back to the conversation to find the expressions. Practise saying them together( play the recording again if necessary). Explaining the meaning ( or give synonyms) to the students, then give some egs.
Key:
Used to express surprise( negative).
‘ you’ ll find it out.
Used to invite somebody in.
Used to say ‘ Yes’ / ‘ alright’
c. Ask students to role play the short conversations in pair before creating short role- plays.
More able students can try to extend the conversation.
Poem:
Play the recording. Let the whole class read poem with the right intonation and rhythm. Ask questions to check students’ understanding of the poem. Then students work in pairs and write a poem about their partner, then read the poem aloud.
Egs: Minh is going back to school today. 
Ask students to match the words with the school things. Play the recording. Students listen and repeat. Then let them practise saying the names of school things. Help explain the meaning if necessary, eg. Use visual aids in the classroom. Then ask ss to write the correct words in the spaces. Allow students to check their answers in groups.
Key; 1- b ; 2- e ; 3- j ; 4- d ; 5- c ; 6- i
 	7- f ; 8- a ; 9- g ; 10- h
4. Tell students to look around the class
- What do you see around you?
- What do you have?( point to each st)
- Let students practice the words, make up sentences with the words if there is time.
- Learn by hear, write the new words. Draw a picture next to the word.
Rewrite a poem about your partner in your notebooks.
Answer the questions 
of the teacher.
Answer the questions of the teacher.
Listen and read.
Practice the dialogue.
Students work independently. Share answers before discussing in groups.
Answer the questions.
Refer back to the conversation to find the expressions. Practise saying them together in group of 5.
Role play the short conversations in pair before creating short role- plays.
Read poem with the right intonation and rhythm.
Work in pairs and write a poem about their partner, then read the poem aloud.
Match the words with the school things.
Listen and repeat.
Write the correct words in the spaces.
Check their answers in groups.
Look around the class to say what students see around them.
Table, desk, notice board, picture .
- Copy the homework.
Week 1st: 	Planning date: 19/ 8/2018 	
PERIOD 3: UNIT 1: MY NEW SCHOOL
Lesson 2: 	A closer look 1
I/ Objectives:
By the end of the lesson, the students will be able to:
Pronounce correctly the sounds / / and / / in isolation and in context.
Use the combinations: to study, to have, to do, to play+ Noun.
II/ Language contents:
- New words: Vocabulary, judo, pronunciation, combination.
- Talking about and describing school activities, subjects and what students do at school.
III/ Teaching aids:
Prepare pictures, CD disk and a cassette player.
IV. Anticipated problems: 
Students may have difficulties in speaking, listening, some phrases, in completing all exercises.
 -> Teacher’s solution: Teacher, elicits, makes models, uses the tape many times if necessary, explains, gives eliciting questions.
V/ Teaching produces:
Stages/
time
Teacher’s activities
Students’ activities
1. Warm up:
 (5’)
2.Presentation
 (15’)
3. Practice:
 (15’)
4. Production:
 (5’)
5. Homework:
 (5’)
Greetings.
Networks.
	Subjects at school
Physics, English, history, science 
Vocabulary: 
2.1. New words:
Teacher elicits the vocabularyfrom students & writes:
Vocabulary ( n) - Example.
Judo (n)- picture.
 Pronunciation ( n) - translation.
 Combination (n) - example.
Checking vocabulary : Slap the board.
 1. Play the recording and let students listen. Play it again and pause for them to repeat each word. Correct their pronunciation.
2. Let students work in pairs, putting the words in 1 into groups. Then check their answers. Explain to them which words go with each verb.
play do have study
football homework school lunch physics
music judo lessons English
 exercises history
 vocabulary
 science
3 .Tell students to do the task individually. Call some students to write on the board, then check their answers.
 Key. 1 . homework 2. football 3. lessons
4. judo 5. science
4. Ask students to write sentences about themselves in their notebooks, using the combinations above. They can write as many sentences as possible.
E.g: 1/ We have English lessons on Tuesday and Thursday.
 ..
Pronunciation:
 5. Let students practise the sounds / / and 
/ / together. Ask students to observe the T s lip positions for these two sounds.
Play the recording and ask students to listen and repeat. Play the recording as many times as necessary.
6 . Play the recording twice. Allow students to work individually. Then 1et them check their answers in groups. T may call some students to write their answers on the board. Correct their mistakes.
 Key. Sound / / : rode don't hope homework post
 Sound / / : some Monday month come one
Tapescript:
 some rode don't hope Monday
homework month come post one
7. Play the recording. Let students repeat sentence by sentence. Help them recognize the two sounds, then underline them in the sentences.
 1. They are going to open a new library.
 2. I'm coming home from school.
 3. His brother eats lunch in the school canteen.
 4. The new school year starts next month.
 5. My brother is doing his homework.
 Practise pronouncing parts1, 2, 6, 7
Learn by heart the new words.
Make sentences with the phrases in part 2.Make sentences with the words in the box in part 3
Do networks.
- Listen, tell the words.
- Copy, read.
Listen.
Repeat each word.
Work in pairs, putting the words in 1 into groups.
Do the task individually
write on the board.
Write sentences about themselves in their notebooks, using the combinations above.
Practise the sounds / / and 
/ / together.
Repeat sentence by sentence.
Recognize the two sounds, then underline them in the sentences.
Copy the homework
Week 2nd: 	Planning date: 20/ 8/2018
PERIOD 4: UNIT 1: MY NEW SCHOOL
Lesson 3: A closer look 2
I/ Objectives: By the end of the lesson, the students will be able to:
Understand, practice, compare the present simple & present continuous in positive, negative, questions and short answers.
II/ Language contents:
- New words: interview, remember, great, newsletter.
- Talking about and describing school activities at break time, read email ..
III/ Teaching aids: Prepare pictures, CD disk, cassette.
IV. Anticipated problems: Students may confuse V, V-s/ V-es with different personal pronouns.
-> Teacher’s solution: Teacher makes models, explains, gives eliciting questions.
V/ Teaching produces:
Stages/
time
Teacher’s activities
Students’ activities
1, Warm up
 (5’)
2,
Presentation
 (15’)
 Activity 1:
Activity 2:
Activity 3:
Greetings
Chatting: what do you often do after school? / at break time?
Vocabulary:
2.1. New words:
Teacher elicits the vocabularyfrom students & writes:
interview ( v): translation .
 remember (v) >< forget
 great( adj) = wonderful
 newsletter (n) = everyday news
+ Checking vocabulary: Slap the board.
 1. Let students do the task in pairs. Teacher corrects their answers (and may call some students to say their answers separately). T gives explanation if necessary.
Key: 1. has 2. Do you have 3. Love
 4. Does Vy walk 5. ride 6. teaches 7. doesn’t play 8. read 9. go 	10. do
2. Let students work in pairs to role- play the interview. T observes and helps students when and where necessary( corrects students’ pronunciation& verb forms).
3. Have students work in groups to write the sentences in their group boards, referring to the interview. Check their answers sentence by sentence.
Greetings.
Chatting.
 Copy, read.
Work in pairs.
Work in pairs.
Work in groups.
Activity 4:
Activity 5:
3, Practice
 (10’)
Activity 6
4. Production:
 (10’)
Activity 7:
Activity 8:
5. Homework:
 (5’)
Key:
Duy lives near here.
Duy likes/ loves his new school.
Vy and Duy ride to school.
Mr Quang teaches Duy English.
At break time, Phong reads in the library.
->Ask students to give the rule and use of the present simple themselves.
We use present simple:
- for habits and routines. 
Eg : I ussualy get up at six o’clock.
- for a permanent situation or fact.
Eg: Lam lives in Ha noi. It’s his home town.
- for timetables and schedules( e.g. cinema, train, bus programmes).
Eg: The train leaves at 6.30 tomorrow morning.
+ Notice the third person form of the present simple.
Add – s, to the verb
I start. It starts.
Add –es ( after -ch, -ss ,- sh or –o)
They teach. She teaches.
Take away – y, then add –ies( after verbs ending with –y after a consonant).
I study. He studies.
Let students study the grammar box. Give more egs.
4. Students work in pairs . Take turns to ask questions and give answers. Teacher goes round and corrects mistakes or gives help when and where necessary.
Key:
Do you ride your bicycle to school?
Do you read in the library at break time?
Do you like your new school?
Do your friends go to school with you?
Do you do your homework after school?
We use the present continuous to talk about :
Things that are happening now
We are watching a movie right now. Come over!
Notice how the present participle – ing is formed.
 Add –ing to the verb
I wait She ‘ s waiting.
 When the verbs end with – e, take away –e then add –ing.
They smile We ‘ re smiling.
When the verbs have one vowel followed by m, g, p or t double the final consonant, then add –ing.
You stop They’ re stopping.
Let students study the grammar box. Give more egs. 
5. Ask students to refer to the conversation in Getting Started. Teacher can ask students to focus on the verbs used in the present continuous. Play the recording again and ask students to listen and follow the conversation on the page. Ask students to under the grammar box to help you explain how the present continuous is formed and used.
6. Have students study the example first. Then ask them to give the correct verb forms. (Ask them to repeat the verb form in each sentence, and read the whole sentence correctly). Teacher may ask them to say why to use the tense in each sentence.
Key: 
1. am not playing 	2. are studying
3. aren’t doing 	4. am having
5. are riding
Ask students to say the differences between the two tenses, then teacher explains to them:
Something often happens or is fixed: the present simple
Something is happening now: the present continuous
7. Ask students to do the task by themselves or in pairs. T corrects their mistakes (asks why they use the present simple or the present continuous, focusing on the context of the sentences such as use of adverbs of time: now, on Monday and Saturday or the command: look!...)
Discuss any common errors and provide further practice if necessary.
Key:
1. are having 2. ears 3. starts
4. is watching	5. are skipping
8. Have students do the task by themselves. Then they can discuss their answers with a partner before discussing with the class.
a. Underline things that often happen or are fixed. Then underline things that are happening now.
How are you? This is the first week at my new school. Now, I'm doing my homework in the library. I have lots to do already!
I have lots of friends, and they are all nice to me. We study many subjects - maths, science, and English of course!
I have a new uniform, but I don't wear it every day (only on Mondays and Saturdays). I have lessons in the morning. In the afternoon I read books in the library or do sports in the playground. How is your new school? Do you study the same subjects as me? Do you play badminton with your friends?
School starts again next Monday. It's late now so good night.
Please write soon!
b. Help students compare Vy's first week with theirs individually. They can write in their notebooks. Then T calls them to read out their sentences, and corrects their mistakes.
E.g: - Both Vy and I are having an interesting first week.
- I wear my uniform every day, but Vy wears her uniform only on Mondays and Saturdays.
 .
Learn by heart the new words. Make one sentence with each word.
Learn by heart the usage of present simple and present continuous, the grammar box, make 3 eggs with each tense.
Work in groups.
Work in closed pairs.
Work in groups.
Refer to the conversation in Getting Started, focus on the verbs used in the present continuous
listen and follow the conversation on the page.
Study the example
give the correct verb forms to repeat the verb form in each sentence, and read the whole sentence correctly.
Tell the differences between the two tenses.
work in pairs.
- Work in pairs.
- Work in groups.
- Compare Vy's first week with theirs individually. They can write in their notebooks
read out their sentences.
- Copy the homework.
Week 2nd: 	 	 Planning date: 24/ 8/2018
PERIOD 5: UNIT 1: MY NEW SCHOOL
Lesson 4: Communication
I/ Objectives: 
By the end of the lesson, the students will be able to ask appropriate questions when making new friends at a new school.
II/ Language contents: 
- New words: pocket money, share, classmate, help.
- Talking about and describing school activities and what students do at school ..
III/ Teaching aids: Prepare pictures, CD disk, cassette.
IV/ Anticipated problems:
Weak students may have difficulties in speaking, some phrases, in completing all exercises by themselves.
-> Teacher’s solution: Teacher makes models, explains, gives eliciting questions.
V/ Teaching produces:
Stages/
Time
Teacher’s activities
Students’ activities
1, Warm up:
 (5’)
2,
Presentation:
 (15’)
 Activity 1:
Activity 2:
3, Practice
 (10’)
Activity 3:
4. Production
 (10’)
Activity 4:
5. Homework:
 (5’)
Greetings
Chatting: -Do you have a new friend at school?
- What questions do you usually ask your new friend at school.
Vocabulary:
2.1. New words:
Teacher elicits the vocabularyfrom students & writes:
 - pocket money( n): ( ex)
 - share( v): (situation)
 - classmate(n)( visual)
 - help(v)( translation)
+ Checking vocabulary: What and Where
 1. Game:
First, have students guess the meaning of the vocabulary. Tell students that this vocabulary will appear in the tasks that follow.
Then teacher can ask students how they often make friends, what they often say when they first meet a new friend, what questions they often ask, etc.
Individually students read and tick the questions. Then teacher lets them discuss in groups. Teacher may ask why or why not they ticked this or that question.
Allow students some time to write questions on a piece of paper, share them with the class or group.
2. Friendship quiz:
First, ask students to give qualities of a good friend in class (adjectives). They can give as many words as possible.
E.g. Friendly, generous, helpful, cheerful, etc.
Divide the class into groups of 4 or 5. Students take turns to interview the other members, using the questions. Encourage students to give nice sentences about friendship:
"Friends are forever".
 .
Choose some students to present to the class about their good friends and w
hy they are good friends (avoid talking about someone who is considered "not a good friend").
1. Learn by heart the new words. Make one sentence with each word.
2. Write 10 questions you ask your new friend at school.
3. Write 8 things you do to be a good friend in class.
Greetings.
Chatting.
 Copy, read.
Work individually.
Work in groups.
Write questions on a piece of paper, share them with the class or group.
Work in groups.
Work in groups.
Present to the class about their good friends and why they are good friends.
Copy the homework.
Week 2nd: 	Planning date: 25/8 /2018
PERIOD 6: UNIT 1: MY NEW SCHOOL
Lesson 5: Skills 1
I/ Objectives: By the end of the lesson, the students will be able to:
Read for specific information about schools.
Talk about the schools.
II/ Language contents:
- New words: boarding, international, surrounded, creative.
- Talking about and describing school activities and what students do at school ..
III/ Teaching aids:
Prepare pictures, CD disk, cassette.
IV/ Anticipated problems: 
Weak students may have difficulties in speaking, some phrases, in completing all exercises by themselves.
* Teacher’s solution: Teacher makes models, explains, gives eliciting questions.
V/ Teaching produces:
Stages/
time
Teacher’s activities
Students’ activities
1, Warm up:
 (5’)
2, Reading:
2.1,Pre-reading: 
 (5’)
2.2,While- reading: 
 (5’)
2.3,Post- reading: 
 (5’)
3, Speaking:
 3.1,Pre speaking:
 (5’)
3.2. While speaking:
 (5’)
Post speaking:
 (5’)
5. Homework:
 (5’)
Greetings.
Chatting: -Do you like learning at a new, modern school?
READING:
Introduction:
Ask the class to look at the three pictures first. Encourage students to give their ideas (as many sentences as possible).
1. Tell students to read the three passages quickly and check their ideas. Set a strict time limit to ensure students read quickly for information.
2. Ask students to read the passages again, then find the words in the passages. Help them to give the meaning of the words, or explanations, or examples, or the Vietnamese equivalent. Tell them to pay attention to the context of the words:
- It is a boarding school. That means many students study and live there.
- The school is surrounded by mountains and green fields.
- international school for students from year 1 to year 12, students learn English with foreign teachers (inter + national).
- Some creative students do drawings and paintings in the art club.
Allow Ss to read in chorus once. Then, call some individuals to read aloud to the class. Check their pronunciation and intonation.
3. Set a longer time limit for students to reread the text and find words to finish the sentences. Ask students to note where they found the information that helped them complete the sentences. Students can compare answers before discussing them as a class.
Key:
1. boarding	2. Vinabrita.
3. Australia	4. mountains .	
5. English speaking teachers.
SPEAKING
4. Ask students to refer back to the three schools. Give some background of the schools:
PLC Sydney (Presbyterian Ladies College Sydney): an international school for girls from kindergarten to year 12 Sydney, Australia.
An Lac Lower Secondary School: a small school in a mountainous region in Son Dong Dist, Bac Giang Province.
Vinabrita School: an international shool for students from year 1 to year 12 in Ha Noi.
- Allow students time to answer the questions: 
Which school (among the three above) would you like to go to? Why?"
Students complete the table in their notebooks. -Then divide the class into groups of 4 or 5, Let them discuss their answers to the questions, and give reasons.
- When they finish, ask some students to talk to the class, then the class give their comments on their friends' content, pronunciation, fluency, language (grammar, use of words body language, etc.
Discuss any common errors and provide further practice if necessary.
1. Learn by heart the new words. Make one sentence with each word.
2. Write 10 sentences about your school.
Greetings.
Chatting.
Look at the three pictures first. 
Give their ideas (as many sentences as possible).
Read silently.
Read the passages again, then find the words in the passages.
Work individually.
Read in chorus once
Individuals to read aloud to the class.
Work in groups.
Work in pairs.
Work in pairs.
Work in groups.
Some students talk to the class, then the class give their comments on their friends' content, pronunciation, fluency, language (grammar, use of words body language, etc.
Copy the homework.
Week 4th: 	Planning date: 28/8 /2018
PERIOD 7: UNIT 1: MY NEW SCHOOL
Lesson 6: Skills 2
I/ Objectives: By the end of the lesson, the students will be able to:
Listen to get information about school activities.
Write a webpage for their schools, using correct punctuation.
II/ Language contents:
- New words: punctuation, commas, separate, exclamation.
- Listening to get information about school activities.
- Writing a webpage for their schools, using correct punctuation.
III/ Teaching aids: Prepare pictures, CD disk, cassette
IV/ Anticipated problems: 
Students may have difficulties in listening, some phrases, in completing all exercises by themselves.
-> Teacher’s solution: Teacher makes models, , uses the tape many times if necessary , explains, gives eliciting questions.
V/ Teaching produces:
Stages/
time
Teacher’s activities
Students’ activities
1, Warm up:
 (5’)
2, Listening:
2.1, Pre- listening:
 (5’)
2.2,While- listening: 
 (5’)
2.3,Post- listening :
 (5’)
3, Writing:
 3.1, Pre writing:
 (5’)
3.2,While writing:
 (5’)
3.3, Post writing:
 (5’)
5,Homework:
 (5’)
Greetings.
Chatting: 
Do you like learning at a new, modern school?
Listening:
1. Ask students to refer back to the reading: PLC Sydney (Students have to give the full name). Introduce Susie Brewer - a student at PLC Sydney.
- Play the recording. Ask students to listen only the first time. Then play the recording again and allow students to choose the correct answers as they listen. 
- Students can share their answers before listening to the recording a final time to check.
Key:
1. A	2. A	3. B	4. B	5. A
Tape script:
Hi, My name's Susie Brewer. I'm eleven years old. I'm now in grade 6 at PLC Sydney. I like it her, as I like to study in a girls' school. The teachers at my school are nice and very helpful, and my favourite teacher is Mrs. Susan Mc Keith. She teachers us maths. I have three hours to study Vietnamese in the afternoon. Usually I do my homework at break time. We wear our uniform every day, but today we aren't, as we're going to have an outing to Taronga Zoo.
Writing tip:
Tell the class the importance of punctuation marks. Allow some time for the students to study the writing tip. Explain to them the new words and punctuation marks.
2. Ask students to correct the punctuation in the sentences in their notebooks. Then call 5 students to write the 5 sentences on the board. Let the class comment and check. 
T finally gives correction.
Key:
1. School starts on the 5th September.
2. Does he live in Hanoi?
3. I'm excited about the first day of school.
4. Are you doing your homework?
5. We're having an English lesson in class.
3. Ask students to correct the passage and write the correct version.
Key:
Hi. I'm Phong and I'm from Ho Chi Minh City. I wear my uniform to school everyday. My favourite teacher is Mr Trung. He teachers me science.
4. Create a webpage for your school.
First students brainstorm for the language necessary for writing. Allow students to refer back to the reading for useful language on the board. Teacher can also show a webpage to inspire students.
Tell students to write a draft first, trying to answer all the questions.
Then students write a draft first, trying to answer all the questions.
Then students write a paragraph of about 80 words about their school, covering as many ideas as possible of the answers to these questions.
Tell students to pay attention to punctuation, structural elements, linking words, etc.
1. Learn by heart the new words. Make one sentence with each word.
2. Write 10 sentences about your school.
Greetings.
Chatting.
Work individually.
Refer back to the reading: PLC Sydney (Students have to give the full name).
Listen only the first time.
Choose the correct answers as they listen.
Share their answers before listening to the recording a final time to check.
Work in groups
Work in groups
5 students write the 5 sentences on the board
Comment and check.
Work in groups.
Work in groups.
Work individually.
Copy the homework.
Week 3rd: 	Planning date: 28/8/2018
PERIOD 8: UNIT 1: MY NEW SCHOOL
Lesson 7: Looking back & project
I/ Objectives:
By the end of the lesson, the students will be able to:
Use the lexical items related to the topic “My new school”.
Use the combinations: to study, to have, to do, to play + Nouns.
Use the present simple and the present continuous.
II/ Language contents:
- Use the lexical items related to the topic “My new school”.
- Use the combinations: to study, to have, to do, to play + Nouns.
- Use the present simple and the present continuous.
III/ Teaching aids:
Prepare pictures, CD disk, cassette
IV/ Anticipated problems: 
Weak students may have difficulties in listening, some phrases, in completing all exercises by themselves.
* Teacher’s solution: Teacher makes models, uses the tape many times if necessary, explains, gives eliciting questions.
V/ Teaching produces:
Stages/
time
Teacher’s activities
Students’ activities
1, Warm up:
(5’)
2, Vocabulary:
Activity 1:
(3’)
Activity 2:
(3’)
Activity 3:
(3’)
3, Grammar:
3.1, Activity 4:
(5’)
3.2, Activity 5:
(5’)
3.3, Activity 6:
(5’)
4, Communication:
4.1, Activity 7:
(3’)
4.1, Activity 8
(3’)
5, Project
(5’)
6. Homework
(5’)
Greetings
Chatting: -Do you like learning at a new, modern school?
Looking back
This is the review and drill section of the unit, so encourage students not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. That will help you and your students see how far they have progressed, and which areas need further practice.
The questions in looking Back match the Now you can self - assessment statements at the end. Students should check how well they did at each question and use that information when filling in the self-assessment.
1. Tell students to write the words in their note books. Then T corrects the mistakes. Let them repeat the words. Check their pronunciation.
Key:
1. dictionary	2. uniform	 
3. pencil sharpener	4. notebook
5. compass	6. calculator
2. Have students write their answers in their notebooks. T checks their answers.
Key: 1.b	2. c.	3.a	4.d
3. Play the recording twice. Let students write the words in the correct places. T gives correction.
Key: * play: sports, badminton, music
 * do: morning exercise, homework
* study: new words, geography
* have: English lessons, a n
Tape script: Play music/ sports, do homework, study new words, have a new book, do morning exercise, play b