Kế hoạch bồi dưỡng Tiếng Anh 6

REVIEW 1 (UNITS 1+2+3)
Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3.
Materials (referenced)
Grade 6 text book, Review 1 - Language
Pictures, printed chart, crossword puzzle
sachmem.vn
Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity). 
Board Plan
Date of teaching
Review 1
Lesson 1: Language
* Warm-up
Memory game: Complete the chart.
I. Practice
* Pronunciation
Task 1: Choose the word whose underlined part is pronounced differently.
Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/.
* Vocabulary
Task 3: Complete the words.
Task 4: Solve the crossword puzzle.
* Grammar
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To revise the language that students have learnt in Units 1+2+3.
* Memory game
Teacher draws/sticks an unfinished chart which summarizes the language that students have learnt in Units 1, 2, 3 on the board.
Teacher divides the class into 2 teams and asks students to run in a relay to complete the chart:
The team with the most correct answers will be the winner.
Suggested answer:
Team work
5 mins
Practice
To help students review the pronunciation of the sounds learnt in Units 1-2-3: /ɑ:/ and /ʌ/; /s/ and /z/ correctly.
To help students review the pronunciation of the sounds /b/ and /p/ in words.
To help students review the word groups used with “play, have, do” and “study”.
To help students review the personality adjectives, the words related to body parts, rooms and types of house.
To help students review grammar elements taught in Units 1-2-3: prepositions of place, possessive
case and present continuous.
* PRONUNCIATION
Task 1: Choose the word whose underlined part is pronounced differently.
Teacher elicits the rules of pronouncing final -s if needed. 
Students do this exercise individually then share their answers with their partners.
Teacher gives feedback and confirms the answers. 
Answer key:
1. C 
2. A 
3. B 
4. A 
5. B
Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/.
Teacher organizes this task as a game. 
Students do this task in pairs. The pair that finds the most words will go to the board and write their answers. 
Other pairs may want to add more words. Write other words on the board.
Teacher gives feedback and confirms the answers. 
Suggested answers:
/b/
book, bag, bed
/p/
pen, pencil, picture, poste
* VOCABULARY
Task 3: Complete the words.
Teacher has students do this task individually and then share their answers with their partners. 
Teacher calls one or two students to write their answers on the board. 
Teacher checks and confirms the correct ones.
Answer key:
1. English 
2. homework 
3. lunch
4. sports 
5. badminton
à play: sports, badminton à have: lunch
à do: homework 
à study: English
Task 4: Solve the crossword puzzle.
Teacher sticks the crossword puzzle on the board.
Teacher divides the class into 2 teams and asks students to run in a relay to complete the crossword puzzle.
The team with the most correct answers will be the winner.
Answer key:
* GRAMMAR
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Teacher has students look at the picture of a classroom and complete the sentences. 
Students compare their answers with a classmate. 
Teacher checks and confirms the correct answers.
Answer key:
1. B 
2. A 
3. A 
4. B 
5. C
Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets.
Teacher elicits form and usage of the present simple and the present continuous. 
Teacher asks students to do the exercise individually before calling one or two students to write their answers on the board. 
Teacher checks students’ answers and asks them for explanation if necessary
Answer key:
1. is / ’s raining 
2. do you have 
3. Is she studying
4. likes 
5. is not / isn’t cooking; 
is reading
T-Ss
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Ss-Ss
T-Ss
Pair work
T-Ss
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Team work
T-Ss
Ss-Ss
T-Ss
T-Ss
S
T-Ss
35 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
4 mins
Homework
To prepare for the next lesson.
Prepare for Review 1 – Skills.
T-Ss
1 min
REVIEW 1 (UNITS 1+2+3)
Lesson 2: Skills
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3.
Materials (referenced)
Grade 6 textbook, Review 1 – Skills
sachmem.vn
Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Review 1
Lesson 2: Skills
* Warm-up
Chatting
I. Practice
* Reading
Task 1: Choose A, B, or C for each blank in the email below.
Task 2: Read the text and answer the questions.
* Speaking
Task 3: Interview two of your classmates about what they like and dislike about your school. Report their answers.
* Listening
Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word.
* Writing
Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family member. Use these questions as cues.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To increase students’ interest and lead them into the lesson.
* Chatting:
Teacher asks students some questions to lead them into the lesson:
Do you have any pen pals?
How do you communicate with your pen pal?
Do you often write emails to your pen pal?
Teacher lead in the reading part of the lesson.
T-Ss
5 mins
Practice
To help students practise reading for specific information.
To help students practise reading for general information.
To help students practise asking and answering about what they like and dislike about their school
and the reasons why.
To help students review listening for specific information.
To help students complete a guided paragraph of 40-45 words about a student’s family member.
* READING
Task 1: Choose A, B, or C for each blank in the email below.
Students do these exercises individually. 
Students check their answers with their partners before they give the answers to teacher. 
Teacher confirms the correct answers.
Answer key:
1. A 
2. C 
3. C 
4. B 
5. B
Task 2: Read the text and answer the questions.
Students do these exercises individually. 
Students check their answers with their partners before they give the answers to teacher. 
Teacher confirms the correct answers.
Answer key:
1. It’s in a quiet place not far from the city center.
2. They are hard-working and kind.
3. They are helpful and friendly.
4. There are five clubs.
5. Because it’s a good school.
* SPEAKING
Task 3: Interview two of your classmates about what they like and dislike about your school. Report their answers.
Teacher has students work in groups of three. One interviews the other two about what they like and dislike about their school and the reasons why. 
Teacher tells students to write their group members’ answers in their notebooks and report them to the class. 
Teacher summarizes students’ ideas.
* LISTENING
Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word.
Teacher has students read the sentences. 
Teacher plays the recording for the first time. 
Teacher asks students to listen and complete the sentences. Ask for their answers and writes them on the board. 
Teacher plays the recording the second time for students to check their answers. 
Teacher checks students’ answers. 
Teacher plays the recording the last time if necessary, stopping at different places where students got the wrong answers.
Answer key:
1. home 
2. plants 
3. living 
4. sleeping 
5. TV
Audio script:
An: Why is it so quiet, Mi? Are you home alone?
Mi: No. Everybody is here, but they are in different rooms.
An: Where’s your mum? Is she cooking in the kitchen?
Mi: No. She’s watering the plants in the garden.
An: And where’s your dad?
Mi: He’s in the living room.
An: What’s he doing?
Mi: He’s listening to the radio.
An: What about your younger brother? Is he with your mum?
Mi: No. He’s sleeping in my bedroom. My cousin, Vi, is here too.
An: What’s she doing?
Mi: She’s watching TV.
* WRITING
Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family member. Use these questions as cues.
Teacher elicits the parts of an email. 
Teacher asks students to discuss and answer the questions in pairs. 
Teacher then has them write their emails individually. 
Teacher asks one student to write the email on the board. 
Other students and teacher comment on the email on the board. 
Teacher then collects some emails to give feedback at home.
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Ss-Ss
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Ss-Ss
T-Ss
Group work
T-Ss
T-Ss
T-Ss
Ss
35 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
4 mins
Homework
To prepare for the next lesson.
Prepare for Unit 4.
T-Ss
1 min
REVIEW 2 (UNITS 4-5-6)
Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 4-5-6.
Materials (referenced)
Grade 6 textbook, Review 2, Language
Pictures, printed chart
sachmem.vn
Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Review 2
Lesson 1: Language
* Warm-up
Memory game
I. Practice
II. Pronunciation
Task 1: Listen and circle the word with the different underlined sound.
III. Vocabulary
Task 2: Write the words in the box (a-h) next to their opposite (1-8).
Task 3: Choose the correct word/ phrase for each definition. 
IV. Grammar
Task 4: Complete the sentences with the correct answer A, B, or C. 
Task 5: Complete the sentences with should or shouldn’t. 
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To remind students the knowledge that they have learnt in Units 4-5-6.
* Memory game:
Teacher divides the class into 4 big groups.
Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 4, 5, 6 and asks them to complete the chart.
The group which finishes correctly and more quickly is the winner.
Answer key:
Group work
5 mins
Practice
To help students review the pronunciation of the sounds learnt in Units 4-5-6: /ɪ/ and /i:/, /t/ and /d/, and /s/ and /∫/ correctly. 
To help students review the adjectives describing the neighbourhood, the wonders of Viet Nam, and Tet holiday. 
To help students identify the words through their definitions. 
To help students review grammar elements taught in Units 4-5-6: must/ mustn’t, some/ any, and comparative adjectives. 
To help students review the use of should/ shouldn’t. 
* PRONUNCIATION:
Task 1: Listen and circle the word with the different underlined sound.
Students do this exercise individually then share their answers with their partners.
Teacher gives feedback and confirms the answers. 
Answer key:
A
C
B
C
C
* VOCABULARY:
Task 2: Write the words in the box (a-h) next to their opposite (1-8).
Teacher prepares sets of words and organises this task as a game. 
Teacher divides the class into 2 teams, gives each team 2 sets of words. One set includes the adjectives in the box and the other includes their opposites
Teacher lets students come to match on the board.
The team matching faster and correctly is the winner.
1. d 2. g 3. f 4. b 5. a 6. h 7. c 8. e
Task 3: Choose the correct word/ phrase for each definition. 
Teacher has students do this task individually and then share their answers with their partners. 
Teacher calls one or two students to write their answers on the board. 
Teacher checks and confirms the correct ones.
Answer key:
waterfall
compass
museum
wish
lucky money
* GRAMMAR:
Task 4: Complete the sentences with the correct answer A, B, or C. 
Teacher has students do the exercise individually. 
Teacher asks students to exchange their answers and discuss if there is any difference in their answers then checks students’ answers as a class, and explains if needed. 
Answer key:
1. B 
2. C
3. C 
4. A 
5. A
Task 5: Complete the sentences with should or shouldn’t. 
Teacher has a brief revision of should/ shouldn’t by giving a phrase showing an activity. Students speak aloud if they should/ shouldn’t do it. 
Teacher lets students do this exercise independently. 
Teacher checks their answers as a class. 
Answer key:
should
shouldn’t
shouldn’t
should
should
S
T-Ss
Team work
T-Ss
S
T-Ss
S
Pair work
T-Ss
35 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
4 mins
Homework
To prepare for the next lesson.
Prepare for Lesson 2: Skills.
T-Ss
1 min
REVIEW 2 (UNITS 4-5-6)
Lesson 2: Skills
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 4-5-6.
Materials (referenced)
Grade 6 textbook, Review 2, Skills
CD player
sachmem.vn
Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Review 2
Lesson 2: Skills
*Warm-up
Chatting
I. Practice
II. Reading
Task 1: Read the passage and match the headings (A, B, C) with the paragraphs. 
Task 2: Read the passage again and choose the correct answer A, B or C.
III. Speaking
Task 3: Work in pairs. Read the passage Visit Singapore again and make a list of the places. take turns to ask and find out which place your partner wants to visit and why. 
IV. Listening
Task 4: Mai’s family is talking to a travel agent about their trip to Singapore. Listen and tick (ü) T (True) or F (False).
V. Writing
Task 5: Complete this paragraph to describe the place you live. 
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To increase students’ interest and lead them into the lesson.
* Chatting:
Teacher asks students some questions to lead them into the lesson:
Do you want to visit Singapore?
Do you know what is Singapore famous for?
Teacher leads in the reading part of the lesson.
T-Ss
3 mins
Practice
To help students practise reading for general information. 
To help students practise reading for specific information. 
To help students practise asking and answering about a place they want to visit and explain why. 
To help students review listening for specific information (T/F questions). 
To help students complete a guided paragraph of about 50 words to describe their neighbourhood.
* READING
Task 1: Read the passage and match the headings (A, B, C) with the paragraphs. 
Teacher has students read the headings and the paragraphs carefully before matching. 
Teacher asks students to underline the words/ phrases in the paragraphs which help them do the matching and goes through the underlined words and phrases students have done, then guides them how to look for clues. This will help students do activity 2 more easily. 
Teacher checks the answers as a class. 
Answer key:
1. B
2. C
3. A
Task 2: Read the passage again and choose the correct answer A, B or C.
Teacher has students read each sentence and look for the key word(s) in it. 
Teacher decides where to look for the information (paragraph 1, 2, or 3). This will make it quicker and easier for students to find the correct answers. 
E.g. Sentence 1 has ‘plants and flowers’ → go to paragraph 1: Nature. 
Teacher checks students’ answers as a class. 
Answer key:
1. A
2. A
3. B
4. C
* SPEAKING
Task 3: Work in pairs. Read the passage Visit Singapore again and make a list of the places. take turns to ask and find out which place your partner wants to visit and why. 
Teacher asks students to refer to the passage about Singapore (Reading 1) and make a list of the places mentioned. 
Teacher asks students some time to form their own ideas of where to go and why they want to go there, then work in pairs, asking and answering to find out where their partners want to go and why. 
Teacher goes round and supports students if it’s needed. 
 Teacher calls some students/ pairs to present their ideas to the class. 
* LISTENING
Task 4: Mai’s family is talking to a travel agent about their trip to Singapore. Listen and tick (ü) T (True) or F (False). 
Teacher allows students some time to read the statements carefully to have some ideas what the listening is about. 
Teacher guides students to look for key words which can help them focus while listening. For example: four days (1), won’t go (2) a full day (3)... 
Teacher plays the recording twice or three times (as needed). Students listen and tick the answers. 
Teacher allows students to swap their answers. 
Teacher checks their answers as a class, encourages students to correct the false statement(s). 
If there is still time, teacher may give students some information about the Light and Sound Show and Sentosa. 
The Light and Sound Show: a form of nighttime entertainment that is usually presented outdoor, using light and sound to tell a story of history. 
Sentosa: a sunny island in Singapore, a big centre of entertainment, which offers activities for people of different age groups. There are Sea Aquarium, Butterfly Park, Insect Kingdom, Skyline Luge, Cove Waterpark, Universal Studio, and the famous Light and Sound Show. 
Answer key:
1. T
2. F
3. T
4. T
5. F
Audio script: 
Travel agent: Here we have a four-day programme for you... Mai’s mother: Do we visit somewhere natural? 
Travel agent: Oh yes. 
We have two days for nature: one day at the National Park and one day at the zoo. 
Mai’s mother: How about Sentosa?
Travel agent: Sentosa is a ‘must’ for families. We spend one day there.
Mai’s mother: Is it enough?
Travel agent: We start early and return late. There we visit the Sea Aquarium...
Mai’s mother: What is it?
Travel agent: It’s a zoo for fish.
Mai’s mother: Great.
Travel agent: In the evening we will watch the Light and Sound Show. And the last day is for ... 
*WRITING
Task 5: Complete this paragraph to describe the place you live. 
Teacher has students read the guided paragraph first and decide which information is needed for each blank. 
Teacher allows them some time to think about the information they need to complete the frame. 
Teacher allows them some time to do the task. 
Teacher goes round and check if they are doing the job correctly and offers help if needed. 
Teacher calls on one or two volunteers to read aloud their answers then calls for other students’ comments. 
Teacher collects some writings to correct at home. 
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T-Ss
Pair work
T-Ss
S
Pair work
T-Ss
T-Ss
S
38 mins
Consolidation
To consolidate what students have practice in the lesson.
Teacher asks students to talk about what they have practice in the lesson.
T-Ss
3 mins
Homework
To prepare for the next lesson.
Prepare for Unit 7 – Lesson 1.
T-Ss
1 min
UNIT 1: MY NEW SCHOOL
Lesson 1: Getting started – A special day
Lesson aim(s)	
By the end of the lesson, students will be able to:
have an overview about the topic My new school;
use the vocabulary to talk about school things.
Language analysis 
Form
Meaning
Pronunciation
1. subject (n)
the thing that is being studied
/ˈsʌbdʒekt/
2. uniform (n)
a set of clothes that has to be worn by the members of the same group of people
/ˈjuːnɪfɔːm/
3. calculator (n)
an electronic device used for mathematical processes
/ˈkælkjəleɪtər/
Materials (referenced)
Grade 6 textbook, Unit 1, Getting started
Projector/ pictures and cards
sachmem.vn
Anticipated difficulties
Solutions
Students may lack experience of group/ team work.
Encourage students to work in groups so that they can help each other.
Give short, clear instructions and help if necessary.
Board Plan
Date of teaching
Unit 1: My new school
Lesson 1: Getting started
* Warm-up
Memorising game
I. Vocabulary
subject (n)
uniform (n)
calculator (n)
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and tick (✔) T (True) or F (False). 
Task 3: Write one word from the box in each gap. 
Task 4: Match the words with the school things. Then listen and repeat. 
Task 5: Write names of the things you can see around the class in your notebook.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ knowledge on the topic of the unit.
To set the context for the listening and reading part.
* Memorising game:
Teacher divides class into 2 teams.
Teacher asks students to close the books, shows the picture (pages 6 and 7) and asks them to memorise every detail in the picture in 1 minute.
Teacher hides the pictures and asks questions about the picture. The team who has more correct answers is the winner.
1. How many people can you see in the picture?
2. Who are they?
3. Where are they?
4. What are the two students carrying on their backs?
5. Where are they going to go?
Suggested answers:
1. I can see three people.
2. They are students.
3. They are at one of the boys’ home.
4. They are carrying school bags/ backpacks.
5. They are going to go to school.
Teacher sets the context for the listening and reading text: Write the title on the board A special day. Explain the meaning of special and ask students to guess what the conversation might be about.
Team work
5 mins
Presentation
(Vocab – 
pre-teach)
To prepare students with vocabulary.
VOCABULARY
Teacher introduces the vocabulary by:
giving explanations;
showing the pictures illustrating the words.
1. subjects (n) [explanations]
2. uniform (n) [picture]
3. calculator (n) [picture]
T-Ss
5 mins
Practice
To have students know the topic.
To have students get specific information of the text.
To check students understanding of the conversation and help students use the words in context.
To provide students vocabulary.
To check students’ vocabulary and improve group work skill.
Task 1: Listen and read.
Teacher plays the recording twice.
Students listen and read.
Teacher checks students’ prediction.
Teacher calls 3 students to read the conversation aloud.
Task 2: Read the conversation again and tick (✔) T (True) or F (False).
Teacher tells students to read the conversation again and work independently to find the answers. Remind students to underline the information and correct the false statements.
Teacher has students pair compare before checking with the whole class.
Teacher calls some students to give the answers.
Answer key:
1. T
2. F
3. T
4. T
5. F
Task 3: Write one word from the box in each gap. 
Teacher has students read the conversation again, work independently to put a suitable word from the box to fill in the gap.
Teacher calls one student to share his/her answer on the board.
Teacher asks students to look at the board, check their mate’s answer. 
Answer key:
1. wear
2. has
3. go
4. uniforms
5. subjects
Task 4: Match the words with the school things. Then listen and repeat. 
*Pelmanism
Teacher divides the class into 2 teams.
Teacher put two sets of cards, one includes pictures of school things and the other includes their names. Members from two teams take turns and matchs the names with the correct pictures as fast as possible. The team matched faster and correctly is the winner.
Task 5: Write names of the things you can see around the class in your notebook.
Students work in groups of four to look around the class and write down things they can see in the class. 
Students may ask teacher if they don’t know the names of the items.
Students share with the whole class.
T-Ss
T-Ss
Ss-Ss
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T-Ss
Ss-Ss
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Ss-Ss
Group work
5 mins
7 mins
5 mins
7
mins
6 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
3 mins
Homework
To review the lesson and prepare for the next lesson.
Do exercises in the workbook.
Think of activities students can do at school.
T-Ss
2 mins
UNIT 1: MY NEW SCHOOL
Lesson 2: A closer look 1
Lesson aim(s)
By the end of the lesson, 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 + N;
pronounce correctly the sounds /ɑː/ and /ʌ/.
Language analysis 
Form
Meaning
Pronunciation
1. science (n)
a particular subject that is studied using scientific methods.
/ˈsaɪəns/
2. exercise (n/v)
physical activity that you do to make your body strong and healthy.
/ˈeksəsaɪz/
Materials (referenced)
Grade 6 textbook, Unit 1, A closer look 1
Projector/ Pictures
sachmem.vn
Anticipated difficulties
Solutions
Students may have difficulties in distinguishing two sounds /ɑː/ and /ʌ/.
Provide students some tips by identifying the letters may include each sound.
Some students will excessively talk in the class.
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity). 
Board Plan
Date of teaching
Unit 1: My new school
Lesson 2: A closer look 1
* Warm-up
Game: Hot seat
I. Vocabulary
1. science (n)
2. exercise (n/v)
Task 1: Listen and repeat the words.
Task 2: Put the words in the correct columns.
Task 3: Put the words in the blanks.
II. Pronunciation
Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/.
Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
III. Production
Game: Who is faster?
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ prior knowledge and vocabulary related to the topic.
* Game: Hot seat
Teacher divides students into 2 teams.
Each team has a member standing against the board.
Teacher shows pictures of some activities one by one and other members use body language to let their team member guess the names of the activities.
The team with the most correct answers in the fastest time is the winner.
Answer key:
play football
listen to music
skip rope
drink water
watch TV
play video games
Team work
5 mins
Presentation
(Vocab – 
pre-teach)
To enrich students’ vocabulary.
VOCABULARY
Teacher introduces the vocabulary by:
+ providing explanations of the words;
+ showing picture illustrating the word.
science (n) [picture]
2. exercise (n/v) [explanation] 
T-Ss
3 mins
Practice
To teach students some activities they can do at school.
To help student identify which nouns go after which verbs to make names of school activities.
To help students use the vocabulary in context.
Task 1: Listen and repeat the words.
Teacher asks students to listen and repeat the words.
Teacher calls some students to read the words aloud.
Task 2: Work in pairs. Put the words in Task 1 in the correct columns.
Teacher asks students to work in pairs and use the words in Task 1 to put into the correct columns.
Students work in pairs and do the task.
Teacher calls some pairs to share their answers with the whole class.
Teacher gives feedback and corrections (if necessary).
Answer key:
play
do
football
music
homework
exercise
have
study
school lunch
lessons
English
history
science
Teacher explains which nouns go with each verb to make meaningful names of activities.
Teacher asks students to work in groups of four and add as many words into each column as possible.
Task 3: Put the words in the blanks.
Teacher asks students to work independently and put a suitable word in each blank.
Teacher allows students to share their answers before discussing as a class. 
Teacher asks some students to s