KẾ HOẠCH BÀI DẠY TIẾNG ANH 6 – TUẦN 4
UNIT 1: HOME AND PLACES

Date: 25/9/2023

Lesson 3: 1B GRAMMAR (p. 24)

Period: 10 (Class 6C,6B)

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-

learn grammar about plurals.

-

learn grammar about this/ these and that/ those.

-

remember the rules and use them in real situations.

b. Core competences and language skills:
- collaborate and develop conversation skills.
- improve Ss' critical thinking, analytical thinking and presentation skills.
- express grammatical relationships in spoken utterances.
- be collaborative and supportive in pair work and teamwork.
c. Personal qualities:
-

have a reflection of their background (context) from that they can appreciate what they have.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: To introduce the new lesson and set the scene for Ss to acquire new language; to
get students' attention at the beginning of the class by means of enjoyable and short activities
as well as to engage them in the steps that follow.
b. Content: A Game using plural nouns
c. Outcome: Ss review plural nouns.
d. Competences: communication, collaboration, analytical thinking skills
e. Organization:
T's activities

Ss' activities

Content
Pictures

- Show the pictures and ask

- Work in group

Ss to say the words. (books

and try to say the

closed)

correct words.

- Check Ss' answers

2

Suggested answer
Hat

hats

Dress

dresses

Butterfly

butterflies

B. New lesson: (35 minutes)
1. Activity 1: (15 minutes)
a. Objectives: to present the rules of plural nouns and the usage of this/ that, these, those.
b. Content: task 1- Plurals- this/these- that/those
c. Outcome: Ss can know and remember the rules of plural and use this, that, these, those
correctly.
d. Competences: communication, collaboration, critical thinking, analytical thinking skills
e. Organization:
T's activities

Ss' activities

Content
Task 1:

- Direct Ss' attention to the

- Listen and

theory box and ask various Ss take notes.
to read the cartoon and the

- Complete

examples aloud.

the task in

- Read the theory aloud and

pairs

make sure Ss understand how

Suggested answer

to form plural nouns.
- Give Ss time to write the
plurals.
- Check Ss' answers.

2. Activity 2: (15 minutes)
a. Objectives: To give Ss a chance to practise their language in a real situation.
b. Content: task 2- Describing a picture
c. Outcome: Ss can express grammatical relationships in spoken utterances.
d. Competences: communication, collaboration, critical thinking skills and creativity
e. Organization:
T's activities
- Point to a thing near you and say.

Ss' activities
- Look at the picture and

Content
Task 2: Look at the picture.

3
This is a pen. Explain that we use

read out the example.

Write what Mary says:

far from you and say: That is a desk.

- Complete the task in

Answer key

Explain that we use that for sth/sb

pairs

2. These are my keys.

this for sth/sb near us. Point to sth

far from us.

3. This is my watch.

- Ask Ss to look at the picture and

4. Those are my posters.

read out the example.

5. Those are my boxes.

- Give Ss time to complete the task.

6. That is my guitar.

- Check Ss' answers.

7. That is my dress.

- Ask Ss to look at the teacher and

- Look at the teacher and

Further practice: Look at the

make sentences based on what he

make sentences based on

teacher and make sentences:

points.

what he points.

- Encourage Ss to take part in the

Suggested answer

activity and check Ss' answers

1. This is a ruler.
2. Those are fans.
3. These are books.
4. That is a door

3. Activity 3: (5 minutes)
a. Objectives: to help Ss to apply their language in the real situation.
b. Content: Describing their house
c. Outcome: Ss can apply plurals and this/these- that/those in the real life.
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity
e. Organization:
T's activities

Ss' activities

Content

- Ask Ss to work in pairs and

- Work in groups to

- Make sentences that are true about

make their sentences with this/

complete the task

you;

these/ that/those.

Example:

- Each student must make at least

This is my school bag. These are my

4 sentences.

pens. That is my book. Those are your

- Call some Ss to present in front

notebooks.

of the class.
C. Consolidation (3 minutes)
- Grammar about plurals.

4
- Grammar about this/ these and that/ those.
D. Homework assigned (2 minutes)
- Learn grammar about plurals and this/ these- that/those.
- Do exercises in the workbook (page 13)
Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

5
TA 6 RIGHT ON LESSON PLAN
UNIT 1: HOME AND PLACES

Date: 27&29/9/2023

Lesson 4: 1B GRAMMAR (p. 25)

Period: 11 (Class 6C, 6B)

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-

Learn grammar about there is and there are.

-

Ask and answer about the furniture in a situation.

-

Remember the rules and use them in real situations.

b. Core competences and language skills
c. Collaborate and develop conversation skills, analytical skills.
d. Improve Ss' analytical thinking and presentation skills.
e. Build collaboration and communication.
f. Personal qualities:
-

Have a reflection of their background (context) from that they can appreciate what they have

-

Be collaborative and supportive in pair work and teamwork.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new language; to
get students' attention at the beginning of the class by means of enjoyable and short activities
as well as to engage them in the steps that follow.
b. Content: Plurals
c. Outcome: Ss can review the previous lesson
d. Competences: communication, collaboration, analytical thinking skills
e. Organization:
T's activities
- Write some singular nouns

Ss' activities
- Write the plurals

Content
Write the plural forms of the following

on the board and ask Ss to

nouns:

write their plurals.

1. Hat
2. Bus
3. Watch
4. Box

6
5. Lorry
6. Leaf
7. Car
B. New lesson: (35 minutes)
1. Activity 1: (10 minutes)
a. Objectives: to present the structure there is/ there are
b. Content: “there is/ there are”- grammar rules and practice
c. Outcome: Ss can recognize which is missing (is/ isn't, are/ aren't) from the sentences given
d. Competences: communication, collaboration, critical thinking skills and creativity
e. Organization:
T's activities
- Ss' books closed.

Ss' activities

Content

- Listen and take
notes

- Say and write on the board.

There is a pen on the desk.

- Explain that we use there to

There isn't a book on the desk.

say that sth exists.

Are there pencils on the desk?

- Elicit how we form the

Yes, there are.

negative form of there is.
- Elicit how we form the
interrogative and short
answers.
- Go through the cartoon, then
go through the table.
- Have Ss look at task 3, allow

- Complete the

them some time to complete

gaps with is, isn't,

the gaps.

are or aren't.

- Check Ss' answers.

- Share with their
friends

Task 3: Read the table. Complete the
gaps with is, isn't, are or aren't.
In the living room, ...
1. there isn't a bed. (✗)
2. there is a bookcase. (✓)
3. there aren't four chairs. (✗)

7
4. there is an armchair. (✓)
5. there are books on the desk. (✓)
6. there aren't two windows. (✗).
2. Activity 2: (17 minutes)
a. Objectives: To practise the structure there is/ there are
b. Content: Task 4
c. Outcome: Ss can use the structure correctly
d. Competences: communication, collaboration, critical thinking skills
e. Organization:
T's activities

Ss' activities

Content
Task 4: Complete the gaps with the
correct form of there is – there are.

- Explain the task. Allow Ss

- Complete the

Suggested answer:

some time to complete the

task

1 A:Is there a carpet in the room?

sentences.

individually

B:Yes, there is.

and then share

2 A:Are there paintings on the walls?

with their

B:No, there aren't.

partners

3 A:Is there a bookcase in your room?

- Check Ss' answers.

B:No, there isn't.
4 A:Are there four chairs in the kitchen?
B:Yes, there are.
Task 5: Look at Paul's living room. Ask
- Explain the task and read out

- Work in pairs

the example exchanges.

and practise

and answer questions as in the example.

asking and

Suggested answer key

- Ask Ss to ask and answer in

answering

A:Is there a sofa?

pairs using the picture and the

about Paul's

B:Yes, there is.

prompts.

room

A:Is there a carpet?
B:Yes, there is.

- Monitor the activity around the

A:Is there a coffee table?

class.

B:Yes, there is.
A:Is there an armchair?
B:Yes, there is.
A:Are there two windows?

8
B:No, there aren't.
A:Is there a cooker?
B:No, there isn't.
A:Are there curtains?
B:No, there aren't.
A:Is there a fridge?
B:No, there isn't.
A:Is there a lamp?
B:Yes, there is.
3. Activity 3: (8 minutes)
a. Objectives: to help Ss to apply their language in the real situation.
b. Content: comparing Ss' living room with Paul's
c. Outcome: Ss can apply the language into the real life
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity
e. Organization:
T's activities

Ss' activities

Content
Compare your living room to Paul's.

- Explain the task and read out

- Complete the task In my living room, there is a sofa. In Paul's

the example.

individually and

living room, there is a sofa, too. In my

- Ask Ss to work in pairs and

then share with

living room, there are three armchairs. In

compare their living room to

their friends.

Paul's living room, there is one armchair.

Paul's living room.

- Present to their

Suggested answer

- Monitor the activity around the

class

In my living room, there is a sofa. In Paul's

class and then ask some Ss to

living room, there is a sofa, too. In my

share their answers with the

living room, there is a desk. In Paul's

class.

living room, there isn't a desk. In my living

- Check Ss' answers.

room, there is a coffee table. In Paul's
living room, there is a coffee table, too.

C. Consolidation (3 minutes)
- Learn structure there is/ there are
- Describe your living room and compare it with another.
D. Homework assigned (2 minutes)
- Learn structure there is/are.

9
- Do exercises in the workbook (page 13)
Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

10
TA 6 RIGHT ON LESSON PLAN
UNIT 1: HOME AND PLACES

Date: 27&29/9/2023

Lesson 5: 1C VOCABULARY (p. 26)

Period: 12 (Class 6C, 6B)

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-

Learn vocabulary and pronunciation about places in the town

-

Understand announcements and messages in public places.

-

Know how to ask and give directions to someplace.

-

Learn signs

b. Core competences and language skills:
-

Read the map and give directions.

-

Build critical thinking, communication skills.

-

Develop creativity.

-

Sustain communitive dialogue.

c. Personal qualities:
-

Build their love and appreciate their hometown.

-

Be collaborative and supportive in pair work and teamwork.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new language; to
get students' attention at the beginning of the class by means of enjoyable and short activities
as well as to engage them in the steps that follow.
b. Content: Game: Miming
c. Outcome: Ss can brainstorm the vocabulary related to the topic.
d. Competences: communication, collaboration, analytical thinking skills
e. Organization:
T's activities

Ss' activities

Content
Game: miming

- Divide the class into 2 groups.

- Take part in the

1. School

- Write the places in the paper

activity

2. Post office

and ask Ss to mime in front of

11
the class for their friends to

(Ss can take notes)

3. Restaurant

guess the words.

4. Theatre

- The group having the correct

5. Library

answers is the winner.

6. Toy shop
7. Hospital
8. Supermarket
9. Park
10. Museum

B. New lesson: (35 minutes)
1. Activity 1: (10 minutes)
a. Objectives: Present the vocabulary related to shops & services and improve Ss'
pronunciation.
b. Content: Task 1,2
c. Outcome: Ss can remember the vocabulary and use them in the real situation.
d. Competences: communication, collaboration, critical thinking skills and personalisation
e. Organization:
T's activities

Ss' activities

Content
Task 1: Look at the map listen and

- Ask Ss to look at the map. - Look at the map.

repeat. (1.18)

Play the recording with

(hospital, cinema, police station, school,

pauses for Ss to repeat

park, department store, supermarket,

chorally and/or

restaurant, gym, post office, clothes shop,

individually.

fast food restaurant, car park, sports shop,

- Check Ss' pronunciation

music shop, bookshop, toy shop, theatre,

and intonation.

museum, fishmonger's, library)

- Allow Ss some time to do

- Work in pairs to

Task 2: Tell your partner which places

the task in closed pairs.

complete the task

are/aren't near your house.

- Check Ss' answers.

Ex: Near my house, there is a cinema, a

(Ss' own answers)

gym and a park. There isn't a toy shop.

2. Activity 2: (17 minutes)
a. Objectives: To give Ss a chance to practise the language they have learnt.
b. Content: Task 4,5: Giving directions
c. Outcome: Ss can use the language in their real life situation
d. Competences: communication, collaboration, critical thinking skills and creativity

12
e. Organization:
T's activities

Ss' activities

Content

- Read out the box and explain

- Listen and take Task 3: Use the phrases in the box and the

the task and ask two Ss to model

notes

map to give directions from:

the example.

- Work in pairs

- the school to the bookshop - the

- Ask Ss to take turns and give

to complete the

fishmonger's to the hospital - the police

directions in pairs using the

task

station to the library - the gym to the

phrases in the box and the map.

museum - the restaurant to the police station

- Monitor the activity around the
class and then ask some pairs to
give directions in front of the
class following the example.
Ex:
A: Can you tell me how to get to the
bookshop, please?
B: Certainly. First, go down Marple Street
and turn right into Park Avenue ....
Suggested answer key
B:… and the bookshop is opposite the
toyshop on the corner of Pine Avenue.
A:Can you tell me how to get to the hospital,
please?
B:Certainly. First, go along Park Avenue
and then turn right into Pine Avenue. Then,
take the second left into Apple Street and the
hospital is on the right.
A:Can you tell me how to get to the library,
please?
B:Certainly. First, turn right into Marple
Street and then turn left into Park Avenue.
The library is next to the fishmonger.
A:Can you tell me how to get to the museum,
please?
B:Certainly. First, turn right into Pine

13
Avenue. Then, turn left into Park Avenue.
The museum is next to the theatre.
A:Can you tell me how to get to the police
station, please?
B:Certainly. First, turn left into Pine
Avenue. Then, turn right into Apple Street.
The police station is next to the cinema.
Task 4: Look at the pictures below. In
- Ask Ss to look at the pictures

- Look at the

which of the places in Exercise 1 can you

and elicit in which of the places

pictures and say

see them? What do they mean?

in Exercise1 they can see in each in which of the
sign.

places in

- Elicit what they mean from

Exercise 1 they

various Ss around the class.

can see in each
sign

Suggested answers
1. library – do not use your mobile phone
2. park – do not walk on the grass
3. hospital – only emergency vehicles can
park here
4. supermarket – please return your trolley
here
5. cinema – the film showing at the moment
6. gym – shower before you use the pool

3. Activity 3: (8 minutes)
a. Objectives: to help Ss to apply their language in the real situation.
b. Content: Role-play – giving directions
c. Outcome: Ss can ask and reply to the the way to somewhere.
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity
e. Organization:
T's activities

Ss' activities

Content

14

Task 5: Imagine that you are standing
- Ask Ss to work in pairs and

- Work in pairs and

in front of your school gate and a

one will ask and one will

one will ask and

stranger come and ask you the way to

answer. (change the role)

one will answer.

somewhere.

- Have Ss practise.

(change the role)

Your conversation should have:

- Monitor the class and help Ss

+ greetings (hi, hello)

if necessary.

+ asking for help
+ giving directions
+ thanking and saying goodbye

C. Consolidation (3 minutes)
- Vocabulary about places in the town.
- Announcements and messages in public places.
- Asking and giving directions to someplace.
D. Homework assigned (2 minutes)
- Learn vocabulary about places in the town.
- Do exercises in the workbook (page 14)
Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-