Ha Tinh school of excellence in education Preparing date: 10/9/2024

Class: 6A Teaching date: 16,18/9/2024

STARTER
Lesson 4 – STARTER C (Page 06)
I. Objectives (learning outcomes):
By the end of this lesson, students will be able to…
a. Knowledge:
- revise vocabulary related to school things
- revise imperatives and plurals.
b. Core competences & language skills:
- listen for specific information.
- listen to a teacher giving classroom instructions.
- give classroom instructions.
- improve Ss’ communication, collaboration, critical thinking and analytical thinking skill
c. Personal qualities:
- appreciate and love their school, teachers, friends.
II. Teaching aids and materials:
- Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book, projector/interactive
whiteboard /TV (if any), PowerPoint slides
- Students’ aids: Student book, Workbook, Notebook.
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: “I spy” game
c. Outcome: Ss can revise vocabulary about classroom
d. Competence: communication, collaboration, analytical thinking skills
e. Organization:

Teacher’s Activities Students’ Activities

- Get students to play I spy. Say: - Guess what it is by asking questions with
I spy with my little eye something beginning with c. Is it..., Is it a coat? Is it a chair?
- Check Ss’ answers

B. New lesson: (35 minutes)

1. Activity 1: (10 minutes)
a. Objectives: to revise vocabulary related to school things and help Ss listen for specific information.
b. Content: classroom vocabulary
c. Outcome: Ss can remember classroom vocabulary and improve their listening skill
d. Competence: communication, collaboration, critical thinking and synthesising skills
e. Organization:

Teacher’s Activities Students’ Activities

Task 1. Look at the picture. What objects can you - Look at the picture and name the objects
name? table, pencil... they find.
Suggested answers
1. desks
2. books
3. a poster
4. a window
5. some paper
6. pens
7. notebooks
- Have Ss to explore the picture and try to name as many
8. a whiteboard
objects in the picture as possible.
9. a watch
- Check Ss’ answers
10. glasses

Task 2. Copy the words. Then listen and tick the

words you hear. - Do the task individually and they can
- Ask Ss to copy down all of the words into their share with their friends when they finish.
notebooks and listen to check what words are - Listen and tick the words they hear.
mentioned.
- Play the recording. Answer keys:
bag book class computer desk door door, desk, book, notebook, class, window.
mobile phone notebook window
- Check Ss’ answers.

Task 3. Choose the correct words. Then listen again

- Work in pairs to choose the correct
and check. answers.
- Ask Ss to work in pairs to choose the correct answer Answer keys:
first. 1. The students are in class 7
1. The students are in class 7/year 7. 2. Harry closes the door.
2. Harry closes/opens the door. 3. Lily moves to a different desk.
3. Lily moves to a different desk/class. 4. The students open their books at
4. The students open their books at page 5/25. page 25.
5. The students write in their books/ notebooks. 5. The students write in their
notebooks.
- Play the recording for Ss to check their answers - Listen and check

2. Activity 2: (10 minutes)

a. Objectives: to introduce classroom instructions and help Ss practice saying them.
b. Content: classroom instructions
c. Outcome: Ss can listen to a teacher giving classroom instructions and give classroom
instructions
d. Competence: communication, collaboration, critical thinking skills
e. Organization:

Teacher’s Activities Students’ Activities

Task 4. Match the instructions with the pictures.

- Model pronunciation of the instructions, and get Ss to repeat - Listen and repeat chorally and
them. individually.
- Elicit more classroom instructions that Ss know. - Listen and take notes
- Ask Ss if they remember any from the listening in exercise 2.
- Ask Ss to match the instruction with the pictures; - Complete the task individually and
- Close the door. - Look at the board. then share with their partners.
- Listen to the CD. - Open your book. Answer keys:
- Work in pairs. - Write your name. 1. Open your book.
2. Write your name.
3. Look at the board
4. Close the door.
5. Listen to the CD.
6. Work in pairs
 - Listen and take notes.

- Check Ss’ answers.

Task 5. Work in small groups. Take turns to give classroom

instructions to the others.
- Look at the window.
- Open your dictionary - Work in groups of 4 and complete
- Ask Ss to work in groups of 4 and complete the task. the task.
- Monitor round the class helping students with pronunciation Students’ own answers
and stress where necessary.

3. Activity 3: (15 minutes)

a. Objectives: to help Ss learn and practise affirmative or negative imperative forms and revise
plurals.
b. Content: affirmative or negative imperative forms and plurals
c. Outcome: Ss can understand and use affirmative or negative imperative forms correctly and review
plurals.
d. Competence: communication, collaboration, critical thinking, presentation skills and creativity
e. Organization:

Teacher’s Activities Students’ Activities

Task 6. Complete the sentences with the verbs in the

box. Use the affirmative or negative imperative
forms.
do eat open send stand wear
- Work individually first and then share
1. ... your homework now! with their partners.

2. ...there. I can’t see.

Answer keys
 3. ... the window, please. It’s very hot in here. 1. do
4. ...your trainers in the house. They’re dirty. 2. don’t stand
5. ... me a text later. 3. open
6. ... in the classroom! It isn’t lunchtime. 4. don’t wear
- Ask Ss to complete the task individually and then work 5. send
in pairs. 6. don’t eat
- Check Ss’ answers.

Task 7. Work in small groups. Take turns to give

instructions. Use the verbs below.
ask leave listen look move speak - Turn the cards face down in a pile, and
- Write the verbs in the box onto small cards. take it in turns to pick up a card.
- Put students into groups of 4 or 5. - Look at the card and give an instruction
- Give each group a set of around 12 cards, making sure using the verb on the card. If they get it
they have all the verbs. right, they keep the card, if not they put it at
the bottom of the pile. The student with the
most cards at the end wins.
- Monitor the activity and Check Ss’ answers.
- Ss’ own answers

Task 8. Write the plural for the nouns.

- Ask Ss to work in pairs to write the plurals for the - Work individually first and then share
nouns: with their partners.
1. desk 2. box 3. diary Answer keys
4. sandwich 5. brother 6. child 1. desks 2. boxes 3. diaries
7. woman 8. bus 9. person 4. sandwiches 5. brothers 6. children
- Model and drill pronunciation of the plurals. 7. women 8. buses 9. people
- Highlight the different pronunciation of the s sound at - Listen and repeat chorally and
the end of the words:/s/, /iz/ or/z/. individually
- Ask Ss to list nouns in one of the three pronunciation - List the nouns in one of the three
groups. pronunciation groups.

C. Consolidation (3 minutes)
- Vocabulary related to school things
- Grammar with imperatives and plurals.
D. Homework assigned (2 minutes)
- Learn vocabulary related to school things
- Prepare Lesson 5 – Starter D (page 7 – SB).
 STARTER
Lesson 5 – STARTER D (Page 07)
I. Objectives (learning outcomes):
By the end of this lesson, students will be able to…
a. Knowledge:
- revise vocabulary related to home
- revise grammar points: a/an, there is/are.
b. Core competences & language skills:
- listen, read and understand a blog about people’s homes
- ask and answer questions about their house
- draw a plan of their room (bedroom, living room…)
- improve Ss’ communication, collaboration, critical thinking and analytical thinking skill
c. Personal qualities:
- love their home and appreciate its value more.
II. Teaching aids and materials:
- Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book, projector/interactive
whiteboard /TV (if any), PowerPoint slides
- Students’ aids: Student book, Workbook, Notebook.
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 Ss'
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 guessing game
 c. Outcome: Ss can revise vocabulary related to rooms and furniture in their homes.
d. Competence: communication, collaboration, analytical thinking skills and creativity.
e. Organization:

Teacher’s Activities Students’ Activities

- Ask Ss to draw a floor plan of their flat or each storey - Draw a floor plan of their flat or each
in their house, and draw a couple of items of furniture in storey in their house
each room. - In pairs, swap plans and one student tries
- Ask Ss not to label the rooms and ask Ss to work in to guess by asking yes/no questions and the
pairs and swap their plans. other has to answer.
- Get Ss to label their partner’s plan with the names of E.g. Is this the living room?
the rooms by asking and answering questions Yes, it is. / No, it isn’t.

B. New lesson: (35 minutes)

1. Activity 1: (10 minutes)
a. Objectives: to revise vocabulary related to furniture in the home and help Ss read and listen for
specific information.
b. Content: reading
c. Outcome: Ss can remember vocabulary about furniture in the home and improve their reading skill
d. Competence: communication, collaboration, critical thinking and synthesising skills
e. Organization:

Teacher’s Activities Students’ Activities

Task 1. Answer the questions with a - Work in pairs to ask and answer about the
partner. furniture in their homes
- Have you got a TV in your bedroom?
- Have you got any pets? - Ss’ own answers
- Have Ss to work in pairs to ask and answer about the
furniture in their homes - Swap partners and ask their new partner
- Ask Ss swap partners and ask their new partner the the questions.
questions.

Task 2: Read the text. Answer the questions.

1 What is Annie’s dog called?
2 How old is Annie?
3 How many rooms has Simran’s flat got?
4. How old is Simran?
- Have Ss to look at the pictures and answer the - Look at the pictures and answer the
questions: questions.
1. What type of homes are these? 1. It’s a flat and a house.
2. Which one would you prefer to Hue in? 2. Ss’ own answers.
- Ask Ss to read the questions in the book carefully, - Complete the task individually and then
underline the key words. Have them read the text to share with their partners.
answer the questions and then share the answers with Answers
their partners. 1. Milo
2. twelve
3. four
4 . eleven

Task 3. Write Annie or Simran for each sentence.

1 This person’s house is big.
2 This person hasn’t got a desk in their bedroom.
3 This person has got a deskin their bedroom.
4 This person hasn’t got a TV in their bedroom.
5 This person hasn’t got a garden.
6 This person lives near a park.
- Get Ss go through all the statements to underline the - Underline the key words in the sentences
key words (big, desk, TV, garden, park) to help them (big, desk, TV, garden, park) to help them
find the relevant information in the text more quickly. find the relevant information in the text
- Ask Ss read the text again and choose the correct more quickly.
person. - Complete the task individually and then
- Check Ss’ answers share with their partners.
Answer keys
1. Annie
2. Simran
3. Annie
4. Annie
5. Simran
6. Simran
- Listen and take notes

2. Activity 2: (20 minutes)

a. Objectives: to introduce vocabulary related to furniture and help Ss practice them and present a/an-
there is/are and help Ss practise the grammar points
 b. Content: vocabulary related to furniture and a/an- there is/are
c. Expected outcome(s): Ss can learn and practise vocabulary related to furniture and a/an-
there is/are
d. Competence: communication, collaboration, critical thinking skills
e. Organization:

Teacher’s Activities Students’ Activities

Task 4. Match the words below with the pictures:

bed chair desk door shower sofa
table tree wardrobe window

- Model pronunciation of the words and get Ss to repeat

them. - Listen and repeat chorally and
- Ask Ss to work in pairs and complete the task. individually.
- Check the answers - Complete the task individually and then
compare with their partners.
Answers
1. door 2. shower 3. desk
4. tree 5. chair 6.
window
7. sofa 8. bed 9.
wardrobe 10. table
- Listen and take notes.

Task 5. Look at the rooms and places below. Write - Complete the task individually and then
objects which you normally find in each place or room. share with their partners.
Use the objects in exercise 4 and your own ideas. Suggested answers
Living room: door, chair, sofa, windows,
TV, carpet, pictures, cushions
Bedroom: door, chair, window, bed,
wardrobe, chest of drawers, bedside table,
 lamp.
- Ask Ss to read the instruction and complete the task in Garden: shed, tree, table and chairs
pairs. Bathroom: door, windows, shower, bath,
- Ask Ss to tell their answers in front of the class. Others towels, mirror, toilet
can listen and give comments Kitchen: door, window, fridge, cooker,
- Check Ss’ answers. microwave, sink, freezer, washing machine,
dishwasher
- Listen to their friends and give comments.

- Ask Ss to look at the grammar table. - Read the grammar table and answer the
- Ask them when we use an. question.
We use an when the following noun begins
with a vowel.

- Listen and take notes.

- We a (before a singular noun beginning with a consonant
sound) and an (before a singular noun beginning with a
vowel sound)
- If we want to say that something exists or doesn't exist
somewhere or at some time, we often use 'there + be'. It's
often used to talk about something for the first time in a
conversation.
- we use 'there is + singular' and 'there are + plural'
Task 6. Complete the sentences with a or an. Answer keys

- Have Ss do the task [Link]

1 I want... apple. 2. a

2 Have you got... pen? 3.a

3 I’m hungry. Let’s have... sandwich. 4. an

4 What’s this? It’s... umbrella.

- Check Ss’ answers.
Task 7. Write true sentences about your house. Use the
words below and there is/ isn’t and there are/ aren’t.

1 three bedrooms 5 car - Write true sentences about their house

 2 TV 6 an armchair using there is/isn’t- there are/aren’t.
3 desk 7 garden - Use any before plural
4 five chairs 8 six windows - Complete the task individually and then
- Ask Ss to write true sentences about their houses using share with their partners.
there is/isn’t- there are/aren’t.
- Remind Ss that they need to use any before plural nouns - Ss’ own answers
in negative sentences.
- Check Ss’ answers.
3. Activity 3: (5 minutes)
a. Objectives: to help Ss practise the language in the real life.
b. Content: task 8.
c. Outcome: Ss can ask and answer questions about their houses.
d. Competence: communication, collaboration, critical thinking, and creativity.
e. Organization:

Teacher’s Activities Students’ Activities

Task 8. Work in pairs. Ask and answer questions

about the things in exercises 4 and 5.-

- Tell Ss to ask questions with Is/ Are there.

- Make questions with Is there/ Are there.
- Elicit a few examples of other questions they could
- Look at some examples and make their
ask.
own questions.
E.g. Is there a tree in your garden?
- Write down the questions if they need to.
Is there a shower in your bathroom?
- Ask and answer the questions based on
- Allow Ss to write down the questions first if they need
their real information.
to.
- Monitor the class and help Ss when they need.
- Ss’ own answers
C. Consolidation (3 minutes)
- Vocabulary related to home
- Grammar with a/an, there is/ are
D. Homework assigned (2 minutes)
- Learn vocabulary related to home and grammar with a/an, there is/ are
- Do exercise in Workbook: Starter C, D (page 6,7).
E. Reflection:
1. What did I like from the lesson?
- ..............................................................................................................................................................
2. What should I improve in the next lesson?
- ..............................................................................................................................................................