Giáo án Tiếng Anh Lớp 6 Frind Plus theo CV5512 - Tuần 1: Starter unit

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 
v Aims: Students can talk about some activities in their free time.
v Contents: Students sing a song “ Free time song”
v Products: Some activities in free time.
v 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..)
- Students answer.
- Teacher has students ask the other ones in the class.
ACTIVITY 2: KNOWLEDGE FORMATION
v Aims: Students can learn some new words about activities in free time.
v Contents: Students match the words in the box with pictures, then listen and check.
v Products: Students can understand the meaning of new words.
v 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 of words, if necessary). Then, asks students which of these activities they like doing.
ACTIVITY 3: PRACTICE 
v Aims: Students can apply the knowledge which they have learnt to do the tasks given.
v Contents: 
- Students read and complete the text with the words in the box. Then read, listen and check their answers.
- Students look at the key phrases and listen, then complete the phrases.
v Products: Students’ answers.
v Organization:
- Teacher explains the meaning of some phrases in the text before doing.
- Students listen carefully and coppy down in their notebooks.
- Teacher calls out some students to read the words aloud. Then, asks students to do the task in individual. 
- Students do as required.
- Teacher has students compare the answers with their partner before checking. Then, plays the audio for students to check their answers.
- Teacher reads through the key phrases with the class and make sure students understand them all. 
- Students listen carefully and take note.
- Teacher plays the audio. 
- Students listen and complete the phrases. 
- Teacher play the audio again, if necessary, pausing to allow students time to write.
- Teacher has students exchange the answers with their partner. Then, shows the answers with the class and ask students which of the sentences are true for them.
ACTIVITY 4: PRODUCTION 
v Aims: Students can use the knowledge which they have learnt to write and talk about their interests.
v Contents: Students write six sentences about their interests in individual. Then, tell the class about them.
v Products: Six sentences about students’ interests.
v Organization:
- Teacher asks students to write six sentences about their interests. Encourage them to use a range of different key phrases.
- 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.
- Sing a song: 
( 
- T: What do you do in your free time?
Sts: I listen to music, watch films, and play games, ...
1. Match the words in the box with pictures 1-15. Then listen and check.
Suggested answers 
1. chatting online 2. reading 
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 
15. shopping
2. Read and complete the text with the words in the box. Then read, listen and check your answers.
New words
- be interested in (v) (exp.)
- be into (v) (exp.)
- be good at (v) (exp.)
- favourite (n) (exam)
Suggested answers 
1. Music
2. Chatting
3. Video games
4. Skateboarding
5. Reading
6. Photography
7. Cooking
3. Look at the Key Phrases and listen. What do the people say? Complete the phrases.
Suggested answers 
1. music
2. cycling
3. films and watching TV
4. reading
5. shopping and meeting friends
6. chatting online
7. skateboarding
8. art
9. animals, dogs
4. Write six sentences about your interests. Use the Key Phrases in exercise 3 and the words in exercise 1. 
(Students’ own answers)
Example
- I’m into sport. 
- I’m not good at music.
5. USE IT! Work in pairs. Compare your interests in exercise 4.
(Students’ own answers)
* Feedback:......................................................................................................................................
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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 
v Aims: Introduce verb “BE”.
v Contents: Students find the missing words in individual.
v Products: Forms of verb “BE”: is, am, are.
v Organization:
- With books closed, teacher asks students to fill the missing words in some sentences on the board. 
- Students do as directed.
- Teacher elicits that these are forms of the verb “BE”.
ACTIVITY 2: KNOWLEDGE FORMATION
v Aims: Students can know: 
- How to use “BE” in affirmative and negative forms.
- Distinguish the subject pronouns and possessive adjectives from object pronouns.
v 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.
v Products: Students can understand the usage of:
- “BE” in affirmative and negative forms.
- Subject pronouns and possessive adjectives.
- Object pronouns.
v Organization:
Be: affirmative and negative
- Teacher explains the usage of the verb “BE” and gives the full and short forms of “BE” in affirmative/ negative forms.
- Students listen carefully and coppy down in their notebooks.
Subject pronouns and possessive adjectives
- Teacher holds up a book and say: “I’m a teacher. It’s my book” then points to a student and say: “You’re a student. It’s your book”. After that, write these sentences on the board and give the usage of the subject pronouns and possessive adjectives.
- Students listen carefully and coppy down in their notebooks.
- Teacher asks students to give some more examples.
- Students work in pairs.
Object pronouns 
- Teacher explains about the object pronouns.
- Students listen then coppy down their notebooks.
- Teacher calls out some students to give examples.
- Students do as required.
ACTIVITY 3: PRACTICE 
v Aims: Students can apply the knowledge which they have learnt to do the tasks given.
v 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.
v Products: Students’ answers.
v Organization:
Exercise 1:
- Teacher asks students to work in pairs to complete the table then check the answers with their partners in the text on page 6.
- Students work in pairs to do the task.
- Teacher checks answers with the class. (With weaker classes, work through this exercise with the whole class, eliciting the missing words).
Exercise 2:
- Teacher checks that students understand “zebras”. 
- Teacher has students work in groups of 4 to complete the sentences with the correct forms so that they are true. 
- Students work in groups of 4 to do the task.
- Teacher checks answers with the class. (With stronger classes, students could write one or two more true sentences using different forms of “BE”).
Exercise 3:
- Teacher has students work in pairs to complete the table with the correct words. 
- Students do as required.
- Teacher checks answers with the class. (With weaker classes, work through this exercise with the whole class, eliciting the missing words)
Exercise 4:
- Teacher reads out the example. Then, has students work in individual to replace the blue words with the correct pronouns. 
- Students do the task.
- Teacher checks answers with the class.
Exercise 5:
- Teacher asks students to work in individual to match the object pronouns with the subject pronouns. 
- Students do the task.
- Teacher check answers with the class.
Exercise 6:
- Teacher allows students time to read the introduction. Model pronunciation of “answer” and “machine”, where the primary stress is on different syllables. Make students pay attention to the fact that in English most two-syllable nouns have the first stress but some have the second stress.
- Students listen carefully and do the task as directed.
ACTIVITY 4: PRODUCTION 
v Aims: Students can use the knowledge they have learnt to talk about their interests in the class.
v Contents: Students work in pairs to talk then change pairs and say something about their first partner.
v Products: Students’ answers.
v 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 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.
 a, I ....... into going swimming. 
 b, Ana ...... good at cooking.
 c, They ..... interested in movie. 
Key: a, am b, is c, are 
=> forms of the verb “BE”.
& Be: affirmative and negative
* Usage:
- To describe something or someone.
- To talk about names, ages, feeling,
nationalities, ...
* Form:
* Note: The short forms (’m, ’s, isn’t, aren’t, etc.) are much more common than the full forms, especially in spoken English.
& Subject pronouns and possessive adjectives
* Example:
 - I’m a teacher. It’s my book.
 - You’re a student. It’s your book.
* Usage: 
- The subject of a sentence is a person or thing that performs the action of the verb. Subject pronouns are used to replace the subject (person or thing) of a verb.
- The possessive adjectives are: my, your, his, her, its, our, their, and whose. A possessive adjective sits before a noun (or a pronoun) to show who or what owns it.
* Note: The possessive adjective “their” is often confused with the adverb “there” and the verb form “they’re (they are)”. The possessive adjective “its” can be confused with the verb form “it’s (it is)”. 
& Object pronouns 
* Usage:
- The object pronouns are: me, you, him, her, it, us, them.
- An object pronoun functions as the object of a verb or a preposition.
- An object pronoun comes after either a verb or a preposition.
1. Complete the table with the words in the box. Then check your answers in the text on page 6.
Suggested answer
1. He 2. They 
3. not 4. isn’t 
5. aren’t
2. Write true sentences. Use affirmative and negative forms of the verb be.
- zebras (n) (exp.)
Suggested answer
1. are
2. isn't
3. are/aren't
4. is
5. 'm/am not
6. 'm/am not
3. Complete the table with the words in blue in the text on page 6. 
Suggested answer
1. your
2. his
3. her
4. our
5. your
6. their
4. Replace the words in blue with subject pronouns.
Suggested answer
1. It
2. they
3.We
4. You
5. Match the object pronouns in the box with the subject pronouns.
Suggested answer
1. you
2. it
3. him
4. her
5. us
6. you
7. them
6. Circle the word that differs from the other three in the position of primary stress.
* Note: In English, most two-syllable nouns have the first stress but some have the second stress.
Suggested answer
1-c 2-d 3-d 4-c 
5-d 6-b 7-c 8-b 9-c
7. USE IT! Work in pairs. Talk about you and your interests. Use ideas from exercise 1, page 6. Then change pairs and say something about your first partner. 
(Students’ own answers)
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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.
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 
v Aims: Introduce some prepositions and everyday objects.
v Contents: Students watch a video clip.
v Products: Students know some prepositions; every day objects.
v 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 are her glasses?”
 ........
- Students answer.
- Teacher lead in the new lesson.
ACTIVITY 2: KNOWLEDGE FORMATION
v Aims: Students can know: 
- Some new words about everyday objects.
- The meaning and usage of prepostions.
v Contents: 
- Students work in pairs to match the words with the pictures, then listen and check.
- Study the prepositions.
v Products: Students can understand the meaning of new words and some prepositions of place.
v 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 in Vietnamese)
- Students answer.
- Teacher asks students to focus on the pictures. Then, read out each preposition in turn and elicit the meaning in the students’ own language. 
- Student do as directed.
- 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 
v Aims: Students can apply the knowledge which they have learnt to do the tasks given.
v Contents: 
- Students work in groups to complete the sentences. 
- Student draw and write sentences about their pictures in individual.
v Products: Students’ answers.
v Organization:
- Teacher reads out the first gapped sentence and refer students back to the pictures in exercise 1. Elicit the correct preposition (on). Then, asks students to work in pairs to do the rest of the sentences with the prepositions.
- Students listen carefully, then do the task as directed.
- Teacher plays the audio for them to check the answers with the class.
- Teacher allows students have time to draw a 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 
v Aims: Students can use the knowledge they have learnt to talk about the positions of the everyday objects.
v Contents: Students work in pairs to listen and draw again their partner’s picture.
v Products: Students’ pictures.
v Organization:
- Teacher puts students into pairs. They take turns reading their descriptions to each other and draw their partner’s desk from the 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.
( 
- Where is her hat? 
 It’s under the chair.
- Where are her glasses? 
 They’re on the desk.
 ........
=> hat, glasses, coat, table....are everyday objects.
=> under, on, behind....are prepositions.
1. Match the words in the box with 1–16 in the pictures. Then listen and check.
Suggested answer
1. poster 2. speaker 3. laptop 
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 
16. bag
2. Study the prepositions. Then complete the sentences with the prepositions. Listen and check.
& Study the prepositions 
* Example: 
 T: The frog is on the box.
 St.A: The frog is near the box.
 St.B: The frog is under the box.
 ......
& Complete the sentences with the prepositions. Listen and check.
Suggested answer
1. on 2. in 
3. between 4. under 
5. next to 6. on 
7. under 8. near 
9. opposite 10. on
3. Draw a desk and four other objects. Write sentences about your picture. 
Beginning with the sentence: 
 In my picture, a laptop is on the..........
(Students’ own answers)
4. USE IT! Work in pairs. Read your sentences in exercise 3 to your partner. Listen and draw your partner’s picture.
(Students’ own answers)
* Feedback:......................................................................................................................................
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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 
v Aims: Introduce some “possessive ’s” and “possessive pronouns”
v Contents: Ask and answer about students’ objects in the class.
v Products: Students know “possessive ’s” and “possessive pronouns”
v Organization:
- With books closed, teacher asks a student to hold up his/her school bag.
? “Is this your school bag?”
- Student A answer.
 “Yes, it is”. 
(Repeat the process with another student and his/her partner’s notebook or pen)
- Teacher elicits the answer: 
 a. “It’s mine”
 b. “It’s C’s pen”
ACTIVITY 2: KNOWLEDGE FORMATION
v Aims: Students can know: 
- The usage of the possessive ’s.
- How to make questions with “be”
- The possessive pronouns.
v Contents: 
- Teacher explains how to use:
+ The possessive ’s.
+ “Be” in question form.
+ Possessive pronouns.
- Students listen and coppy down in their notebooks.
v Products: Students can understand the usage of the possessive ’s, the possessive pronouns and “be” in question form.
v Organization:
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 show students where to put “be” in question form.
- Students listen carefully and coppy down in their notebooks.
Possessive pronouns
- Teacher gives students some examples. After that, explain about the possessive pronouns for students. 
- Students listen then coppy down their notebooks.
- Teacher calls out some students to give some more examples.
- Students do as required.
ACTIVITY 3: PRACTICE 
v Aims: Students can apply the knowledge which they have learnt to do the tasks given.
v Contents: 
- Students work in pairs to complete the rules.
- Students read and listen to the text in individual to choose the correct answers. 
- Students work in pairs to complete the table.
- Students write phrases with possessive pronouns in individually.
v Products: Students’ answers.
v Organization:
Exercise 1:
- Teacher asks students to read the examples, then complete the rules.
- Students work in pairs to do the task.
- Teacher calls out some students to read through the rules with the class. 
- Students answer.
- 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. 
- Teacher checks answers with the class. 
Exercise 3:
- Teacher has students read the dialogue again then work in pairs to complete the table. 
- Students do the task in pairs.
- Teacher checks answers with the class.
Exercise 4:
- Teacher asks students to complete the table with the correct possessive pronouns from the box. 
- Students do the task in individually.
- Teacher checks answers by reading out the possessive adjective and asking volunteers to say the corresponding pronoun. 
Exercise 5:
- Teacher has students practise using the possessive pronouns in sentences. 
- Students do the task.
- Teacher check answers with the class.
ACTIVITY 4: PRODUCTION 
v Aims: Students can use the knowledge they have learnt to do the task.
v Contents: Students work in pairs to ask questions and guess their partner’s information.
v Products: Students’ talking.
v 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 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.
Example:
 a. T: Is this your school bag?
St. A: Yes, it is. It’s mine.
 b T: Is that your pen?
 St. B: No, it isn’t. My pen is here. It’s C’s pen.
=> “mine” is possessive pronoun.
=> “C’s” is possessive ’s
& Possessive ’s
Example:
Noun 's or noun s'
Noun
Ana's
pen
Ana and Emma's
house
My parents'
house
My children's
toys
* Usage: We use possessive 's to say that something or someone belongs to a person, is connected to a place, or to show the relationship between people. The possessive 's always comes after a noun.
& Be: questions
- To form questions, we put be before the subject. 
Example:
 Are you at home? 
 (NOT You are at home?)
& Possessive pronouns
Example:
This is our house. It's ours.
This is my bedroom. It's mine.
This is my brother's bike. It's his.
* Note:
- The words "mine, yours, his, hers, its, ours, theirs" are possessive pronouns. They show who or what something belongs to.
- The possessive pronoun for it is its, but this isn’t often used in natural conversation.
1. Look at the examples and complete the Rules with singular and plural.
Suggested answer
1. singular 
2. plural
2. Read and listen to the text. Choose the correct answers.
Suggested answer
1. at home 
2. in the drawer 
3. Charlie’s room
3. Read the dialogue again and complete the table.
Suggested answer
1. Is 
2. Are 
3. I’m not 
4. is 
5. aren’t
4. Match the possessive pronouns in the box with the possessive adjectives.
Suggested answer
1. his 
2. hers 
3. ours 
4. yours 
5. theirs
5. Write phrases with possessive pronouns.
Suggested answer
2. This is his. 
3. This is hers. 
4. This is ours. 
5. This is yours. 
6. This is theirs
6. USE IT! Work in pairs. Look at the table below. Choose a person, a city and a place. Then ask questions to find out your partner’s information.
(Students’ own answers)
* Feedback:......................................................................................................................................
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