Tiết thứ 93

UNIT 12: ROBOTS

Lesson 1: Getting started
Class Date of teaching Attendence
6A ..../04/2022
6B ..../04/2022
6C ..../04/2022
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Understand the key words: robot, do the dishes, iron, useful, put something
away, repair, broken.
* Pronunciation:
- Pronounce the key words correctly: robot, do the dishes, iron, useful, put
something away, repair, broken.
* Grammar:
- Use Superlative Adjectives.
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
b) Specific competencies:
- Read for general and specific information about robots and what robots can do.
- Talk about robots and what robots can do.
3. Qualities:
- To teach Ss about modern technology, learning new things and exploring
new knowledge.
- Students know the importance of modern technology to human life in the
future..
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-IW, GW; PW)
1. Aim:
- To create a friendly and atmosphere in the class before the lesson;
- To introduce the topic.
- To lead in the topic of robots.
2. Content:
- To have some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the subject and new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
- Having a chance to speak English and focus on the topic of the lesson..
 - Leading in the lesson about vocabulary and pronunciation.
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting + Greeting
* Chatting: *Chatting:
- Teacher divides the class into two big groups. - Robot cleaner
- Teacher plays the video clip to minute 2:30 - Smart robot
- Each group will take turns write the words they - Surgical robot
remember from the clip on the board and get 10
points for a correct word.
- The group can write correctly all the words will
get 50 points.
- The group with more points will be the winner.
Lead in
Teacher asks student to open the textbook and
draws students’ attention to the title of the 1. Where are Nick, Phong and Dr
conversation and the picture in the textbook and Adams?
asks them questions 2. What are they talking about?
Ss answer the questions. 3. Have you ever been to a show
Step 3: Report and discussion before?
- Ss work in group to talk about their Suggested answers:
neighbourhood. 1. They are at a robot show.
- Ss join in the discussion 2. They are talking about robots.
Step 4: Judgement Yes, I have been to a motor show. /
- T summarizes the discussion and leads to No, I haven’t. But I want to be at a
Activity 2. show in the future.
ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW, PW)
1. Aim:
- To introduce the vocabulary apprearing in the next.
- To practice the targeted language and the background knowledge.
- To practice the targeted language and the background knowledge of robots.
2. Content:
- Learn some new words . Read the conversation and find out new words.
- Know more new words.
- filling in the gaps.
3. Products:
- Know more new words. Understanding the conversation; topic of the lesson,
grammar points…
- Know more new words. Understand the conversation; topic of the lesson, Vocab,
grammar points…
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
Step 2: Task performance VOCABULARY
VOCABULARY
- Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words.
+ providing the synonym or antonym of the
words. robot (n): do the dishes
+ providing the definition of the words.

- iron (v):
- useful (adj) that can help you to do
or achieve what you want
- put sth away (vph) to put
something in the place where it is
kept because you have finished using
it
- repair (v) to fix something that is
damaged

- broken (adj):
Task 1: Listen and read. Task 1: Listen and read.
- Teacher sets the context for the listening and
reading text:
+ Teacher asks students to look at the title of the
conversation and the picture.
+ Teacher asks Ss some brainstorming questions.
- Ss answer the questions and write down if
necessary.
- Teacher encourages students to give their
answers, but do not confirm whether their
answers are right or wrong.
- Teacher play the recording, asks students
underline the words they have learn in the
vocabulary part.
- Teacher can play the recording more than once.
- Students listen and read.
- Teacher invites some pairs of students to read
the dialogue aloud.
- Teacher has students say the words in the text
that they have underlined.
Task 2: Read the conversation again and tick Task 2: Read the conversation
True or False again and tick True or False
- Teacher has students look at the statements in 1. H8 is a very useful robot. T
this activity and tells them how to do it by telling 2. WB2 can't repair broken machines. F
them the strategies to do the exercise: 3. Shifa is a doctor robot. T
1. Read the statement 4. H8 is the fastest in the robot show. F
2. Underline the key words 5. Shifa is very smart. T
3. Read the text and pay attention to the key
words
4. Decide if each sentence is true or false
- Teacher sets the time limit.
- Students work independently.
- Teacher allows students to share their answers
before discussing as a class.
- Teacher invites some pairs to give their answers
and confirms the correct ones. Teacher may ask
students to correct the false sentences.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions about
the conversation
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20’- IW, PW, GW)
1. Aim:
- To develop students’ knowledge of the vocabulary about ways to help the
environment.
- To provide students with an opportunity to communicate with each other, using the
vocabulary they have learnt.
- To develop students’ knowledge of the vocabulary about daily activities.
- To help students pratise saying phrases of human daily activities which are introduced
in Task 4.
2. Content:
- Understand the conversation; grammar points;
- Some related Vocabulary
3. Products:
- To know about the topic of the lesson, Vocab, grammar points.
- Know more about environmen and environment problems.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss learn Task 3-4-5 – Getting Started -
Unit 12
Step 2: Task performing
Task 3: Complete the sentences, using the Task 3: Complete the sentences,
adjectives in the box. (P59) using the adjectives in the box.
1. useful 2. fast 3.strong
4. smart 5. heavy
- Teacher asks students to work independently to
fill each blank with the adjective in the box from
the conversation.
- Teachers may instruct them how to do the
exercise and model with the first sentence:
1. Read the sentence with the blank and try to
work out the meaning of the whole sentence
2. Find the adjective in the box that can fit the
blank meaningfully.
- Students work individually to do the task.
- Teacher asks students to share their answers
before discussing as a class.
- Teacher checks their answers as a class.
Task 4: Match the activities with the pictures. Task 4: Match the activities with
(P59) the pictures. (P59)
- Teacher has students quickly match each 1. b 2. c 3. e
activity with the picture in pairs 4. d 5. f 6. a
- Teacher asks some students to read out their
answers and write the answers on the board.
- Teacher checks as a class.
- With weaker classes, teacher can ask for
translation of the activities to make sure they
understand. With stronger class, teacher may ask
some additional questions, e.g. Can you iron
clothes/make meals…? Who often makes meals in
your family?
Task 5: Game – Miming Task 5: Game – Miming
- Teacher asks students to work in group of 4. + What am I doing?
- Teacher asks a more able student to help and + You’re doing the dishes.
demonstrates the game to the class first. + Respond: Yes, that’s right. / No,
Students take turns to act and guess. try again.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers.
ACTIVITY 4: APPLICATION (5'-IW)
1. Aim:
To help Ss revise some words and learn some more words to describe their neighbourhood
To give Home assignments
2. Content:
To learn some more words abour asking and giving directions
Home assignments
3. Products:
Know more words about giving directions.
Take note Home assignments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they remember
from the lesson.
- Home assignments
Step 2: Task performance
- Teacher summarizes all opinions * Home assignments:
- T let Ss take note the hokme assignments - Read again the conversation
- Guide ss how to do exs (Work book) - Write about 5 sentences to
- T assigns the homework. describe what a robot can do.
- Ss copy their homework.
- T explains it carefully.
Step 3: Report and discussion
- T says something about the class time.
Step 4: Judgement
- T gives feedback and requires Ss do
homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 Tiết thứ 94
UNIT 12: ROBOTS
Lesson 2: A closer look 1
Class Date of teaching Attendence
6A ..../04/2022
6B ..../04/2022
6C ..../04/2022
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
* Vocabulary:
- Understand the key words: understand, pick, water, guard, delicious,
helpful.
* Pronunciation:
- Pronounce the key words correctly: understand, pick, water, guard,
delicious, helpful.
- Pronounce and recognize the falling tone in statements.
* Grammar:
- Use Superlative Adjectives.
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
b) Specific competencies:
- talk about robots and what robots can do using the vocabulary and
structures.
- listen and practice saying the statements with the falling tones.
3. Qualities:
- To teach Ss about modern technology, learning new things and exploring
new knowledge.
- Students know the importance of modern technology to human life in the
future..
- Ss have the good attitude to working in groups, individual
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-IW, PW, GW)
1. Aim:
- Revise the old lesson.
- Do some activities to creat a friendly and relaxed atmostphere to warm up to the
new lesson…
- To activate students’ prior knowledge and vocabulary related to the topic, the
targeted vocabulary and its pronunciation.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting + Greeting
* Matching: * Matching:
- Teacher divides students into 4 groups and * SET OF PICTURES:
delivers a set of 6 pictures about daily
activities.
- Teacher asks students to work in groups and
match the names of daily activity with suitable make meals iron clothes
pictures.
- Students work in groups to do the task.
- The fastest group will say “Bingo” and stick
their work on board. do the
- Teacher checks the answers, asks the class to washing a broken machine
read out loud the activities and gives a small
gift to the winning group.

Lead in: move heavy things put toys away

- Teacher leads students into the lesson by
telling them that “In today's lesson, we are
going to learn more words to describe what a
robot can do and the falling tone in
statements.”
Step 3: Report and discussion
- Ss join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW, PW)
1. Aim:
- To set the context for the introductory;
- To lead in the lesson about vocabulary and pronunciation.
- To teach students some nouns about robots and what robots can do.
- To help students practice telling about people’s abilities, using the modal can/can’t
and the phrases they have learnt in
2. Content:
- Extra vocabulary.
- Exercises of vocabulary
 - Exercises of matching sentences
3. Products:
- Know more adjectives and how to use them in context.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening
and reading.
- T ask the whole class to do the Tasks in A
Closer Look 1
Step 2: Task performance
VOCABULARY VOCABULARY
- Teacher introduces the vocabulary by 1. understand (v) to know or realize
+ providing explanations of the words; the meaning of words, what
+ showing picture illustrating the words. somebody says, etc.

pick (v): water (v):

guard (n):
1. delicious (adj) – [synonym]:
yummy/ tasty
2. helpful (adj) – [synonym]: useful
Task 1: Match the verbs in column A to the Task 1: Match the verbs in column
words or phrases in column B. (p. 60) A to the words or phrases in
- Teacher has students quickly match the verbs column B. (P60)
in column A to the words/phrases in column B 1. c 2. a 3.b
individually. Explain the words/ phrases if 4. e 5. d
necessary.
- Teacher plays the recording for students to
check their answers. Pause the recording after
each phrase and ask them to repeat chorally
and correct their pronunciation if necessary.
Students work individually to do the task
Task 2: Work in pairs. Tell your partner Task 2: Work in pairs. Tell your
the activities in 1 you can or can’t do. (P60) partner the activities in 1 you can
- Teacher helps students remember the use of or can’t do. (P60)
can to talk about ability in the present and 1. I can do the washing but I can’t
have some students give examples. work as a guard.
- Students work in pairs do the same sharing. 2. I can water plants but I can’t
- Teacher may go around to help weaker understand your feelings.
students.
- Teacher calls some pairs to share their
answers with the whole class.
= Teacher gives feedback and corrections (if
necessary).
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20'-IW, PW, GW)
1. Aim:
To give students further practice on asking and answering about abilities, using the
modal can and daily activities.
To help students indentify how to say statements with corrects tone.
To test students' memory of the vocabulary.
To give students a chance to apply what they have learnt.
2. Content:
Understand the new words and do the task
Listen and repeat the words with the above mentioned tones.
Students have a chance to identify and practise the rhythm in sentences.
Saying the sentences with falling tones.
3. Products:
To know about the topic of the lesson, Vocab, grammar points.
To give students a chance to apply what they have learnt.
To give students a chance to apply what they have learnt.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss do Task 3-4-5 in A closer look 1
Step 2: Task performing Task 3: Work in pairs. Read, ask
Task 3: Work in pairs. Read, ask and and answer questions. (P60)
answer questions. (P60) A: Can V10 do the washing?
- Teacher models the activity with a more able B: Yes, it can.
student. Remind students that they only use A: Can V10 repair a broken machine?
the information from the table to ask and B: No, it can’t.
answer about what the robot V10 can or can’t
do.
- Students work in pairs, ask and answer about
what the robot V10 can or can’t do.
- Teacher calls some pairs to practice in front
of the class and gives feedback. PRONUNCIATION
PRONUNCIATION Suggested answer:
- Teacher briefly explains to the student that 1. We go to school every morning.
we use falling tones at the end of a statement. 2. I can do the washing.
- Teacher provides an example of a statement My father repairs a broken machine.
and models the falling tone of the statement.
- Teachers ask students to provide some more
examples of statements. Task 4: Listen and repeat the
Task 4:Listen and repeat the sentences. (P60) sentences. (P60)
- Teacher plays the recording and asks 1. I often water plants after school.
students to listen and repeat the statements. 2. Shifa can do many things like
Remind students of the falling tone. humans.
Teacher ask some students to read out the 3. My dad makes delicious meals on
statements and invite comments from other weekends.
students 4. WB2 is the strongest of all the
robots.
5. H8 is a home robot.
Task 5: Listen and practice saying
Task 5: Listen and practice saying the the statements in the paragraph.
statements in the paragraph. (P60) (P60)
- Teacher has students say the statement in the
paragraph on pairs: one reads out the
statements and the other gives comments.
- Teacher plays the recording for students to
listen and compare with how their partners
have pronounced.
- Teacher asks some students to perform in
front of the class.
- Other students give comments
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitucde of Ss in class.
ACTIVITY 4: APPLICATION (5'-IW)
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
Make sentences using the new words and structures
Home assignments
3. Products:
Take note Home assignments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson and make sentences
with them
- Home assignments
Step 2: Task performance
- Teacher summarizes the lesson * Home assignments:
- T let Ss take note the home assignments Write a text to describe V10 using
- Guide ss how to do exs (Work book) the sample in Exercise 5 and
- T assigns the homework. information in Exercise 3.
- Ss copy their homework. - Do more exercises in workbook.
- T explains it carefully.
Step 3: Report and discussion
- T asks, Ss answer about houses
Step 4: Judgement
T gives feedback and requires Ss do home
assignments.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 Tiết thứ 95
UNIT 12: ROBOTS
Lesson 3: A closer look 2
Class Date of teaching Attendence
6A ..../04/2022
6B ..../04/2022
6C ..../04/2022
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Understand the key words: heavy, light, desert, weight, height.
* Pronunciation:
- Pronounce the key words correctly: heavy, light, desert, weight, height.
* Grammar:
- Use Superlative Adjectives.
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
b) Specific competencies:
- write sentences using superlative.
- talk about robots and what robots can do.
3. Qualities:
- To teach Ss about modern technology, learning new things and exploring new
knowledge.
- Students know the importance of modern technology to human life in the future.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP
1. Aim:
- To activate students’ prior knowledge and vocabulary related to the targeted
grammar of future simple and to increase students’ interest
2. Content:
- To review/ introduce the use and the form of the grammar points.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Ss know the use and form of future simple
4. Implementation:
- Teacher instructs
- Ss do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting + Greeting
* Game: Sentence racing. Set of words:
- Teacher divides the class into 4 groups. 1. the tallest
- Teacher delivers a set of word cards which 2. the shortest
contains superlative adjectives of short 3. the biggest
adjectives to each group. 4. the smallest
- Teacher models a sentence first. (e.g. Minh is
the tallest in my class.)
- Students will have to work in groups to create
as many correct sentences from the word cards
as possible.
- The group with more correct sentences will be
the winner.
ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW)
1. Aim:
To introduce target grammar of superlative adjectives: short adjectives.
To help students practice forming the correct form of superlative adjectives.
To help students practice the superlative of adjectives and revise the comparative of
adjectives.
2. Content:
- The use of superlative adjectives.
- The use of the superlative of adjectives and the comparative of adjectives.
3. Products:
- Practising the correct form of superlative adjectives .
- Practising the superlative of adjectives and the comparative of adjectives in context
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- To help Ss learn The Articles
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do the Tasks in A
Closer Look 2
Step 2: Task performance
Lead in: Teacher explicates the forms.
Teacher draws students’ attention to
superlative adjectives in the sentence they have
made and leads in the lesson.
1. Superlative adjectives: short adjectives: * Form:
- Teacher briefly explains the form and use of The + short adj + est
superlative adjectives: * Use: Superlative adjectives are used
- Students listen and take notes. to compare more than three people or
things, expressing the highest degree.
- Teacher notices the way to construct
 the superlative of short adjectives in
English:
Task 1: Write the superlative form of the Task 1: Write the superlative form of
adjectives in the table. (p. 61) the adjectives in the table. (P61)
- Teacher asks students to read the instruction Adjectives Superlative form
and tells them what they should do. (With a fast fastest
weaker class, do the first word as an example).
- Teacher asks students to do the exercise tall tallest
individually and then compare their answers noisy noisiest
with a classmate. nice nicest
- Teacher checks the answers as a class. hot hottest
light lightest
quiet quietest
heavy heaviest
large largest
Task 2: Complete the following sentences Task 2: Complete the following
with the superlative form of the adjectives in sentences with the superlative form
brackets. of the adjectives in brackets.
- Each has students work on the exercise 1 is an example. 2. smartest
individually before they compare answers with 3. tallest 4. smallest
each other. 5. cheapest
- Teacher gives feedback as a class discussion.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20'-IW,PW,GW)
1. Aim:
To give students further practice on using superlative adjectives.
To give students further practice on using superlative adjectives.
To give students a chance to use the superlative of short adjectives in real life context.
2. Content:
Exercises of superlative adjectives.
Practise using superlative adjectives.
Further practice on the use of superlative of short adjectives
3. Products:
Use superlative adjectives to do the exercises
To give students some practice on the use of superlative adjectives.
Use superlative of short adjectives correctly.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss study the examples, consume the
rules and do the exercises
Step 2: Task performing
Task 3: Complete the following sentences Task 3: Complete the following
with comparative or superlative form of the sentences with comparative or
adjectives in brackets. superlative form of the adjectives in
- Teacher has students work on the exercise brackets.
individually before they compare answers with 1. My brother has a tidier room than
each other. me.
- Teacher gives feedback as a class discussion. 2. The hottest desert of all is Sahara
and it’s in Afnca.
3. Travelling by plane is faster than
going by car.
4. Who is the tallest in your family?
5. I think dogs are smarter than cats.
Task 4: Work in pairs. Look at the Task 4: Work in pairs. Look at the
information of three robots: M10, H9 and information of three robots: M10, H9
A3 and talk about each of them, using and A3 and talk about each of them,
superlative adjectives. (P62) using superlative adjectives. (P62)
- Teacher asks students to look at the A: A3 is the tallest of the three robots.
information in exercise 4 and explains what B: M10 is the youngest of the three
they have to do. robots.
- Teacher models the activity with a more able A: A3 is the heaviest of the three robots.
student and reminds students that they only use B: H9 is the cheapest of the three
the information from the table to describe the robots.
three robots using superlative adjectives.
- Teacher may explain the meaning of the
words age, weight, height, price and asks
students to elicit the adjectives they can use to
describe each row.
- Students work in pairs to say sentences
comparing three robots.
- Teacher moves around to offer help if needed.
- Teacher calls some pairs to perform in front * Game: Find someone who…
of the class. * MODELLING
* Game: Find someone who… A: Who is the tallest in our class?
- First, teacher models the game Find someone B: Khoi is the tallest in our class.
who… with a more able student. …
- Teacher has students work in pairs ask and
answer questions to find out the student who is
the shortest/ tallest/ smartest, ect. in the class.
- Teacher moves around and offers help if
needed. Report:
- Teacher calls some pairs to report their In our class, Khoi is the tallest…
findings.
Step 3: Report and discussion
- Ss work independently and in pairs, in groups
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Ss in class.
ACTIVITY 4: APPLICATION (5'-IW)
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
Make sentences using adjectives to to compare people and things in their classroom,
using comparative adjectives.
Home assignments
3. Products:
Review the old lesson
Take note Home assignments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- T asks some Ss to make sentences using
MIGHT
- Home assignments
Step 2: Task performance * Home assignments:
- T summarises the main points of the lesson. - Write the answers of exercise 2 and 3
- T lets Ss take note the home assignment on your notebooks.
- Guide ss how to do exs (Work book) - Do more exercises in workbook.
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
Step 3: Report and discussion
- T asks, Ss answer about positions of things
Step 4: Judgement
- T gives feedback and requires Ss do
homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……

KIỂM TRA, ĐÁNH GIÁ CỦA BGH KÍ DUYỆT CỦA TỔ CHUYÊN MÔN
Đồng Minh, ngày.....tháng 04 năm 2022 Đồng Minh, ngày.....tháng 04 năm 2022
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……………………………........ Tổ trưởng: Vũ Thị Thu Lý
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