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LESSON PLAN TIẾNG ANH 6 BLOGGERS-SMART

Unit 2: American family
Lesson 1: We are family! (Time: 3 periods)
Period 2 (Act 3, Act 4, Act 5, Vocabulary, Pronunciation (Page 32-23))
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Nouns about family members
- Pronunciation: Sounds /ʌ/ and /ɪ/
2. Competencies:
a. General competencies:
- Form and/or improve such competencies as teamwork, critical thinking, interpersonal
skill.
b. Specific competencies:
- Communication and cooperation: understand, express yourself using a foreign
language, orally and in writing.
- Cultural awareness: discover the diversity of lifestyles and cultures
 For a language lesson: In the period, students are expected to pronounce, know the
meaning of the key words and understand the main grammatical points, the do the
tasks that follow.
 For a skill lesson: Use the corresponding skill (listening, speaking, reading, writing) to
do the tasks that follow.
- Listening: understand the essential points of the short audio
- Speaking: Introduce your family
- Writing: Write about a real or fictional family
3. Qualities:
- Have a positive attitude towards what they have learnt in the lesson: Willing to find out
the cultural diversity by discovering American family and confidently introduce your
family.
II. PREPARATIONS
Teacher: Student’s book (SB), board and chalk, Internet, projector / TV, computer, PPT
slides.
Student: Pen, pencils, books, blank papers.

III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-GW/IW)
1. Aim:
- To raise students’ interest in the lesson.
- Remind students of vocabulary about Family members

Unit 2_Lesson 1_Period 2 Page 1

 2. Content:
Get students to play the game ‘Who’s faster?
3. ’Products:
Students can remember the meanings of words they learned in period 1
4. Implementation: In this part T can use various techniques:
- Q&A
- Brainstorming
- Playing a game.
- Eliciting a real situation and a picture.
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Game: Who’s faster? (Crosswords) Game: Who’s faster?
- Tell sts that they’re going to revise words of family members with (Crosswords)
a game called Who’s faster? 1. Work in groups of four.
- Split the sts into groups of four. 2. find and circle the correct words.
- Give each group a copy of Handout 1) in this Lesson plan about 3. Fill in the blanks below the right
family members as below (or show this handout on the slide). pictures.
Tell them to find and circle the correct words, and fill in the
blanks below the right pictures.

- Ask the class to do the task in 2 minutes. A group will get one
point for each correct answer. Who has the most points will be the
winner.
Have class read aloud all the words again.
ACTIVITY 2: WRITING SENTENCES ABOUT REAL OR FICTIONAL FAMILY (7’-IW)
1. Aim:
- Improve writing skill
- Remind students of the structure “I have got…” and apply it in writing the sentences about family.
2. Content:
Activity 3 in the Student’s book

Unit 2_Lesson 1_Period 2 Page 2

 3. Products: Students write sentences about their family.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
- Remind students of the structure “I have got…” Unit 2: American family
- Tell them to write sentences about their real or fictional family. Lesson 1: We are family!
Teacher should ask them to include all family members in their Period 2
families and relevant adjectives. Activity 3: Write sentences about
Teacher can explain that the words grandfather, grandmother, your real or fictional family.
father and mother are of formal language, and that English I have got ____.
speakers prefer to use words grandma, grandpa (grandad), dad,
mum (mom).

ACTIVITY 3: INTRODUCING NEW VOCABULARY (6’ -GW/PW/IW)

1. Aim: Introduce more words about family members
2. Content: Introduce new vocabulary
3. Products: Students can use vocabulary to answer the questions about family.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
- Tell students that today they will learn some more words about * Vocabulary:
family members. Get them to brainstorm words they know. 1. husband
- Have them look at the Vocabulary word on page 33 and show the 2. wife
words on the PPT slides. 3. uncle
- Listen to the Vocabulary track 05 and repeat. 4. aunt
- Explain the words to make sure students understand their 5. nephew
meanings. 6. niece
- Teacher can ask students some questions to check students’ 7. cousin
understanding.
+ Do you have any cousins? What are their names?
+ How old is your uncle/ aunt?
+ Can you spell your nephew/ niece’s name?

ACTIVITY 4: PRONUNCIATION (7’ -GW/PW/IW)

1. Aim: Introduce two sounds/ʌ/ and /ɪ/.
2. Content: Pronunciation
3. Products: Students understand the way to pronounce two sounds/ʌ/ and /ɪ/ and recognize them in
words
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
- Tell the students that they are going to learn two sounds/ʌ/ and /ɪ/. * Pronunciation: Sounds /ʌ/ and
- Let students listen the Pronunciation track 02 to recognize the /ɪ/

Unit 2_Lesson 1_Period 2 Page 3

 sounds, then listen again and repeat. Have them look at the /ʌ/ /ʌ/ brother; /ʌ/ /ʌ/ mother
Pronunciation part on page 32, read aloud the examples in this /ɪ/ /ɪ/ children; /ɪ/ /ɪ/ sister
way:
/ʌ/ /ʌ/ brother; /ʌ/ /ʌ/ mother
/ɪ/ /ɪ/ children; /ɪ/ /ɪ/ sister
- Remind them of all words about family members including words
they’ve learned and words in the last period. Teacher can refer to
Vocabulary mind map on page 38 and focus the class on the /ʌ/: mother, uncle, stepmother,
words of family members. brother, half-brother/ stepbrother,
- Pair students up, give them 2 minutes to do the pronunciation cousin, son, stepson.
activity on page 38. /ɪ/: sister, half-sister/ stepsister,
- Check the answers and correct if necessary. twin sister/ brother, children.

ACTIVITY 5: WATCH TOME’S VIDEO ABOUT HIS BIRTHDAY PARTY AND DRAW THE
FAMILY TREE (19’ -GW/PW/IW)
1. Aim: Students are able to draw Tom’s family tree
2. Content: Activity 4, 5 in student’s book
3. Products: Draw Tom’s family tree
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Imagine it’s your birthday. Who do you invite from your family?
(5’)
- Ask students: “Imagine it’s your birthday. You have a party with
friends and family. Who do you invite?” to show their creativity if
they are asked to plan for their birthday party. They can include
their real friends at school to the list of people they wish in invite
to the party. Then think about family members they want to
invite. Watch Tome’s video and answer
- Invite some students to share their ideas in front of the class. the questions:
Watch Tome’s video (11’) + Where could the party be?
- Tell the students that they are going to watch Tom’s video about + What could be found in his
his birthday party. Before listening, get them to work in groups of birthday party?
4, give predictions and answer these questions: + Who might Tom invite to join the
+ Where could the party be? party?
+ What could be found in his birthday party?
+ Who might Tom invite to join the party? Draw the table and fill in the
- Provide the class with a table by drawing on the board or on the information.
slideshow. Let them draw it on the notebooks. Get them to read First Family
the names. name relationship
Jay
- Watch the video twice and complete the table. Remind them that Lina
some people in the video are not listed in the table. Checking their Camilla
table when they finish. Joanna
First name Family relationship Roberto

Unit 2_Lesson 1_Period 2 Page 4

 Jay Tom’s father
Lina Tom’s stepsister
Camilla Tom’s stepmother Nina
Joanna Tom’s aunt Carlos
Roberto Tom’s aunt
Nina Tom’s grandmother
Carlos Tom’s grandfather
-
Draw Tom’s family tree
Draw Tom’s family tree (3’)
- Discuss with the partner and draw Tom’s family tree using the
information table.
- Check the answer.

Go around the class and help students if necessary.

ACTIVITY 5: SUM UP & HOMEWORK 1’-IW)
1. Aim: End up the lesson. Quickly assess if students remember what they have learnt
1. Content: Remind students of what they have learnt in the lesson.
2. Products: Students can repeat what they have learnt
3. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
- Ask sts what they learned in today’s lesson  Write about your real or
- Write on the board and tick next to each content: fictional family
 Family members
 Sounds /ʌ/ and /ɪ/
Homework:
Act 4-5 (Workbook – P.28, 29)

IV. FEED-BACK:
- T writes comments/ remarks about how effectively the lesson was conducted with each of the classes he/
she just worked with.
- T should also get feedback from students and/ or follow teachers.

UNIT 2
LESSON 1 – PERIOD 2
HANDOUT 1

Unit 2_Lesson 1_Period 2 Page 5

 Answer key:

Unit 2_Lesson 1_Period 2 Page 6

Unit 2_Lesson 1_Period 2 Page 7