Giáo án Tiếng Anh 6, 7, 8, 9 tích hợp NLS Học kì 1

Date of planning:…………..

Date of teaching: ………..…

WEEK: 1

Period 2 : UNIT 1: MY NEW SCHOOL

Lesson 1: GETTING STARTED

A special day

Vocabulary

- School things and activities

- Verb (play, do, have, study)+ Noun

Pronunciation:

Sounds: /a:/ and /Λ/

Grammar

- Present simple.

- Adverbs of frequency

Skills:

- Reading about schools.

- Talking about the type of school one would like to go to.

- Listening about school activities

- Writing a paragraph about one’s school

Everyday English

Introduce someone

1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:

- To create a friendly and atmosphere in the class before the lesson;

- To give T and Ss a chance to introduce themselves;

- To lead into the unit

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire SS to warm up to the subject and new lesson.

* Outcome: Introducing themselves to make more new friends.

* Organisation : T_ Ss , …

Teacher’s Student’s activities

Content

+ Greeting

+ Chatting

- Teacher (T) introduces himself/ herself

- Students (Ss) listen and learn how to introduce themselves.

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- Have Ss to introduce themselves.

- T encourages Ss to talk in English as much as possible

+ Lead to the first unit of the new school year.

+ Students (Ss) listen and learn how to do the tasks.

- T writeư the unit title My New School on the board and ask the SS guest what they are going to learn from this unit …

- Ss answer the teacher’s questions and enquirements.

- Ask Ss to open their book to page 6 and introduce what they are going to study….

- Open their book and write.

For students with disabilities

Teacher's guidance:

- Show the words name and school on the board. Read each word slowly twice.

- Ask: “What is your name?” Give the model: “My name is …”.

- Point to the unit title My New School and explain it in Vietnamese when necessary.

Student's activities:

- Look at the two words name and school.

- Answer: “My name is …”.

- Repeat: “My New School.”

+ Greeting

+ Chatting.

- T_Ss

- Introduce themselves (name; age;address; likes; dislikes ….friends… )

1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:

- To create an active atmosphere in the class before the lesson;

- To lead into the new unit

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire SS to warm up to the subject and new lesson.

* Outcome: Introducing themselves to make more new friends.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting + Asking question:

- T may introduce some warm-up activities to create an active atmosphere to inspire SS to warm up to the subject and new lessons…

* Ss answer the question individually.

* T sets the context for the listening and reading text: Write the title on the board My favorite hobby.

* Ask SS to guess what the conversation might be about.

- Before opening their books, T asks Ss what they like doing for pleasure in their free time. Summarise SS's answers and ask them what these activities are called.

- Elicit the word “Hobbies”

- Write the unit title on the board My Hobbies ..

- Ask SS to open their book and start the lesson.….

For students with disabilities

Teacher:

- Shows two clear pictures of familiar hobbies and says each hobby name slowly.

- Points to one picture at a time and models the question “Do you like ...?” with the two short answers.

- Invites the student to point, repeat, and answer; gives verbal or gesture prompts when needed.

Students:

- Look at the two pictures and point to the picture named by the teacher.

- Repeat 1-2 hobby words after the teacher.

- Answer one question using “Yes, I do.” or “No, I don’t.” with the teacher's help.

+ Greeting + Asking question:

- T_Ss

- Asking question:

* T asks Ss about what they like doing for pleasure in their free time.

What do you like doing in your free time?

Do you like collecting dolls?

Do you like collecting glass bottles?

Do you enjoy mountain climbing?

+ Students (Ss) listen and learn how to do the tasks.

- Answer the teacher’s questions.

- Open their book and write .

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:

Aims: - To set the context for the introductory conversation;

- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned.

* Content: Learn some new words in context . Read the conversation and find out new words.

* Outcome: Practice reading the conversation Knowing more new words. Understanding the conversation; topic of the lesson, grammar points…

* Organisation :

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives: - To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting

+ Teacher (T) asks Ss some questions about the previous lessons,

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

+ Before ss open their books, T asks ss what they like doing for pleasure in their free time. Summarise ss' answers and ask them what these activities are called.

- Elicit the phrase leisure activities. Tell ss that free time can be called leisure time. Write the unit title on the board Leisure time. Let ss open their books and start the lesson. Otherwise, T can:

- Show a picture with a lot of leisure activities for 15 seconds (see below).

- Hide the picture and ask ss to name the activities they see in the picture.

- Lead into the new lesson by saying: We do these activities in our free time or leisure time. Write the unit title on the board Leisure time.

- Share with ss the objectives of the lesson and let them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show ss.

+ Greeting

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:

* Objectives: - To set the context for the introductory dialogue;

- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

* Expected outcomes: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation.

* Organisation : Teacher’s instructions.

Teacher’s Student’s activities

Content

1. Listen and read :

* Teach vocabulary:

+ Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

- providing the pictures

- eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

- Ask ss to look at the pictures on page 8 - 9 and answer the questions below:

- What are they talking about?

- What activities can you see in the small pictures?

- Elicit answers from ss.

- Introduce the two characters:Tom and Trang. Explain that they are friends, and they meet each other by chance in a shopping mall.

- Play the recording twice for ss to listen and read along. Have ss underline the words that are related to the unit topic while they are listening and reading.

- Invite some pairs of ss to read the conversation aloud.

- Have ss say the words in the text that they think are related to the topic Leisure time. Quickly write the words on one part of the board. Comment on ss' answers.

For students with disabilities

Teacher:

- Shows the pictures and five word cards: knitting kit, DIY, make paper flowers, hang out, and puzzles.

- Reads selected lines of the conversation slowly and points to Tom, Trang, and the leisure activity pictures.

- Models the pronunciation and asks the student to match 3-4 words with pictures.

Students:

- Look at the pictures and listen to the teacher.

- Point to Tom, Trang, and at least 3 leisure activity pictures.

- Repeat 3-5 words or phrases and echo two short lines after the teacher.

- T_Ss

*Vocabulary:

1. knitting kit (n) bộ dụng cụ đan len

2. DIY (n) tự tay làm lấy

3. Dollhouse (n) nhà búp bê

4. make paper flowers (v.phr)

làm hoa giấy

5. hang out (v) đi chơi

3. PRACTICE ( 15’)

* Objectives:

2. To help ss understand the conversation.

3. To introduce some vocabulary items related to leisure activities.

4. To help ss revise the leisure activities they have learnt in 3.

* Content: Listen and read the conversation. Complete the sentences; Write the activities under the correct pictures.

* Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic.

* Organisation :

Teacher’s Student’s activities

Content

ACTIVITY 2: Read the conversation again and complete the sentences.

+ First, ask ss to read the sentences and fill in the blanks without reading the conversation again.

- Elicit the answers from ss. Quickly write these answers on the board.

Now have them read the conversation again to check their answers.

+ Allow them to share answers with a partner before discussing as a class,

- Ask Ss for their answers again, referring to the answers that have been written on the board before.

- Confirm the correct answers.

For students with disabilities

Teacher:

- Selects sentences 1, 2, and 4 and gives a small word bank: knitting kit, leisure time, hang out, Sunday.

- Underlines the key words in the conversation and reads the matching lines again.

- Completes the first item as a model and supports the student to choose the remaining answers.

Students:

- Follow the selected lines while the teacher reads.

- Choose and write the correct words for at least 3 blanks.

- Read or repeat one completed sentence with teacher's help.

- T_Ss

- Work individually.

* Key:

1. knitting kit 2. leisure time

3. other people 4. hang out

5. Sunday

ACTIVITY 3: Work in pairs. Write the activities from the box under the correct pictures.

- Have Ss work individually to write the word and phrases in the box under the pictures. Have them compare their answers with a partner.

- Invite some ss to go to the board and write their answers.

- Confirm the correct answers.

- Have ss practise saying the word and phrases again.

For students with disabilities

Teacher:

- Prepares six picture cards for messaging friends, cooking, playing sport, doing puzzles, doing DIY, and surfing the net.

- Reads each activity aloud and models one picture-word match.

- Lets the student match four pictures first, then adds more if the student is ready.

Students:

- Look at the pictures and activity cards.

- Match at least 4 activities with the correct pictures.

- Copy two activity phrases and repeat two phrases after the teacher.

- T_ Ss

- Ss to work individually.

* Key:

1. messaging friends 2. cooking

3. playing sport 4. doing puzzles

5. doing DIY 6. surfing the net

EXTRA ACTIVITY:

- Put Ss into pairs.

- Ss read off the activities in the word box in 3 and say two sentences about one of the activities that they do. One sentence needs to be true and the other false:

Eg: 1. I enjoy cooking 2. I hate cooking

- The partner guesses which sentence is true.

- Ss switch the roles and continue with a few more activities.

ACTIVITY 4: Work in pairs. Read the phrases, and guess which activities in 3 are described

- Have Ss work in pairs and read the key words and phrases given, then guess the leisure activities.

- Ask for Ss' answers and confirm the correct ones.

For a more able class, have ss work in groups. Each group writes down some key words and phrases about one or two leisure activities they do or know. Then they read aloud these words / phrases for the class to guess the activities.

For students with disabilities

Teacher:

- Selects three phrase groups from the task and provides three activity choices.

- Explains the key words with pictures or gestures, such as paper, glue, ball, phone, and Internet.

- Models one guess and checks the student's answer immediately.

Students:

- Look at the key words and the activity choices.

- Guess at least 3 leisure activities from the clues.

- Say or point to one activity they can do in their free time.

- T_ Ss.

- Work individually.

* Key:

1. doing puzzles

2. doing DIY

3. playing sport

4. messaging friends

5. surfing the net

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

ACTIVITY 5:

* Objectives: To help ss practise using the vocabulary items related to leisure activities.

* Content: Ask and answer the questions; Report the friends’ answers

* Expected outcomes: Asking and answering the questions; Report it.

* Organisation :

Teacher’s Student’s activities

Content

5. Work in groups. Ask one another the question below. Then report your friends’ answers to the class.

- Set time (3 — 5 minutes) for ss to do this activity.

- Have ss work in groups to ask one another the question in the book. Invite some ss to share the answers of their groups with the class.

- For a more able class, ask ss to work in their groups again and brainstorm all the leisure activities they know. After three minutes, the group with the most answers wins, and they are invited to share their answers with the whole class.

PROJECT LAUNCH: "My Hobby Vlog"

- Deliver the task: T organizes Ss into groups of 4-5. The unit project requires them to create a short video vlog or a Digital Album introducing a favorite leisure activity, incorporating background music and visual effects, and present it to the class in Lesson 7.

- Digital Homework Instruction: T explains that since smart devices are prohibited in the classroom, all filming, designing, and editing must be conducted at home. The Group Leader must create a Zalo/Messenger group to coordinate tasks. Members will use CapCut for video editing or Canva for slide design. Once the project is finalized, the Group Leader must upload the exported file directly to the teacher's shared Google Drive folder link before the Lesson 7 class begins.

For students with disabilities

Teacher:

- Provides the question card “If you have free time this weekend, what will you do?” and answer frames: “I will ...” and “I like ...”.

- Pairs the student with a supportive classmate and reduces the task to one question and one answer.

- Helps the student choose one activity and report one short sentence.

Students:

- Choose one leisure activity from the picture cards.

- Ask or answer one simple question using the sentence frame.

- Say one report sentence, such as “Nam will play sport.”

* Report it.

* Example:

If you have some free time this weekend. What will you do?

* Suggested outcome:

If I have free time this weekend, I will go to the cinema to see the latest film.

- T launches the unit project and provides detailed digital homework instructions.

5. WRAP-UP & HOME WORK (2’)

- Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt.

- Ask ss to say aloud some words they remember from the lesson.

- If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to-infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these language points in the upcoming lessons.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives: - To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organization : Teacher’s instructions …

Teacher’s and Student’s activities

Content

+ Greeting

+ Teacher (T) asks Ss some questions about the previous lessons,

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

- Before Ss open their books, Tasks some Ss about their neighbourhood:
+ Where do you live?
+ What are your neighbours like?
+ What do you like about your neighbourhood?

- Summarise Ss' answers and ask them what another name for a neighbourhood is.
- Elicit the phrase local community. Tell Ss that a local community includes all the
people living in a particular area or is the place where people live. Write the unit title on the board Local Community.
- Share with Ss the objectives of the lesson and have them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show Ss.

For students with disabilities

- Student looks at neighbourhood/community pictures and says or points to 1 familiar place with teacher's help.

- Student answers 1 simple question: Where do you live? using a word cue or L1 support.

+ Greeting

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives: - To set the context for the introductory dialogue;

- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

* Expected outcomes: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation.

* Organisation : Teacher’s instructions.

Teacher’s and Student’s activities

Content

1. Listen and read :/ Page 8

* Teach vocabulary:

+ Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

- providing the pictures

- eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

**Ask ss to look at the pictures on page 8 - 9 and answer the questions below:

- What do you see in each picture?

- What would life in the place in the picture be like?

- Elicit answers from ss.
- Introduce the two characters: Mi and Ann.

- Explain that they are friends, and they meet each other after a long time.
- Play the recording twice for Ss to listen and read along.

- Have Ss underline the words that are related to the unit topic while they are listening and reading.
- Invite some pairs of Ss to read the conversation aloud.
- Have Ss say the words in the text that they think are related to the topic Local community.
- Quickly write the words on one part of the board. Comment on Ss' answers.

For students with disabilities

- Student repeats 3 words: community, suburb, facilities, with teacher's help.

- Student points to the correct picture for 1-2 new words.

- T_Ss

*Vocabulary:

1. suburb (n) /ˈsʌbɜːb/ vùng ngoại ô

2. facilities (n) /fəˈsɪlətiz/ cơ sở vật chất

3. community (n) /kəˈmjuːnəti/ cộng đồng

4. craft village (n) /ˌkrɑːft ˈvɪlɪdʒ/ Làng nghề thủ công

5. look for (phrasal verb) tìm kiếm

6. get on with (phrasal verb) có quan hệ tốt với

7. remind (sbd) of Nhắc nhở ai về

8. stuff (n) /stʌf/ đồ đạc (trong nhà)

- Open the book and write the tittle of the lesson.