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1 | DAY | LESSON | CONTENT | STRUCTURE | VOCABULARY | LINK | EQ PROGRAM | REPORTING ERRORS IN MATERIALS | ||||||||||||||||||||
2 | SLIDE | HW | L.P | Topic | Lesson | Link | HOMEWORK | |||||||||||||||||||||
3 | 1 - 4 | Unit 1 | VOCABULARY School things and activities PRONUNCIATION Sounds /ə / and / / GRAMMAR The present simple and the present continuous Verb (study, have, do, play) + Noun COMMUNICATION Talking about and describing a school Talking about and describing school activities | The present simple and the present continuous Verb (study, have, do, play) + Noun | Breakfast (n) / ˈbrekfəst / Excited (a) / ɪkˈsaɪtɪd / School bag (n) / skuːl bæɡ / Heavy (a) /ˈhevi / Calculator (n) / ˈkælkjuleɪtə(r) / Uniform (n) | LINK | LINK | LINK | ||||||||||||||||||||
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6 | 1. How to Handle Anger | Input Assessment Form | ĐỐI VỚI TEXTBOOK CẤP 2 ĐỂ ĐÚNG THEO PHÂN PHỐI CỦA BỘ GIÁO DỤC HV HỌC HẾT 3 UNITS THÌ MỚI CÓ 1 BÀI TEST ĐỊNH KỲ | |||||||||||||||||||||||||
7 | 5 - 8 | Unit 2 | VOCABULARY Types of house Rooms and furniture PRONUNCIATION Sounds /z/, /s/ and /Iz/ GRAMMAR There is/ There isn’t There are/ There aren’t Prepositions of place COMMUNICATION Talking about and describing houses, rooms and furniture | There is/ There isn’t There are/ There aren’t Prepositions of place | Apartment (n) /əˈpɑːtmənt/ Cousin (n) /ˈkʌzn/ Aunt (n) /ɑːnt/ Living room (n) /ˈlɪvɪŋ ruːm/ Bedroom (n) /ˈbedruːm/ Kitchen (n) /ˈkɪtʃɪn/ Bathroom (n) /ˈbɑːθruːm/ | LINK | LINK | LINK | 1 | What is anger? | ||||||||||||||||||
8 | 2 | What happens with my body? | ||||||||||||||||||||||||||
9 | 3 | What do you do when you get angry? | ||||||||||||||||||||||||||
10 | 4 | What happens when we get angry with others? | ĐẦU VÀO: độ tuổi: lớp 6 GIÁO TRÌNH TEXTBOOK: - Muốn học theo chương trình sách giáo khoa (bản sách thí điểm) trên lớp - Các kĩ năng nghe nói đọc viết ở mức độ cơ bản, chưa có nâng cao - Ngữ pháp yếu | |||||||||||||||||||||||||
11 | 9-12 | Unit 3 | VOCABULARY Body parts and appearance Personality PRONUNCIATION Sounds /b/ and /p/ GRAMMAR Verbs be and have for descriptions The present continuous for future COMMUNICATION Talking about appearance | GRAMMAR Verbs be and have for descriptions The present continuous for future | Biscuit (n) /'biskit/ Magazine (n) /,mægə'zi:n/ Glasses (n) /ˈglasiz/ Project (n) /project/ Bark (v ) /bɑ:k/ | LINK | LINK | LINK | 5 | Three don'ts rule for handling anger | ||||||||||||||||||
12 | 6 | The first Don't: Don't hurt other | ||||||||||||||||||||||||||
13 | 7 | The second Don't: Don't hurt yourself | ||||||||||||||||||||||||||
14 | 8 | The third Don't: Don't break things | ||||||||||||||||||||||||||
15 | 13 | REVIEW | 9 | Emotional class | ||||||||||||||||||||||||
16 | 14 | REGULAR TEST - TEST 1 | TEST | KEY | EVALUATION FORM | 10 | Step 1. Recognizing emotions | |||||||||||||||||||||
17 | 15 - 18 | Unit 4 | VOCABULARY Words to name places in a neighbourhood Words to give directions Words to describe a neighbourhood PRONUNCIATION Sounds /i:/ and /I/ GRAMMAR Comparative adjectives: smaller, more expensive ... COMMUNICATION Talking about and describing a neighbourhood Asking for and giving directions | GRAMMAR Comparative adjectives: smaller, more expensive .. | Historic (a) /his'tɔrik/ Straight (a) /streit/ Pleasure (n) /'pleʤə/ Suburb (n) /'sʌbə:b/ Backyard (n) /ˌbækˈjɑːd/ Incredibly (adv) /ɪnˈkredəbli/ | LINK | LINK | LINK | 11 | Step 2. Naming emotions | ||||||||||||||||||
18 | 12 | Step 3. Overcoming anger | ||||||||||||||||||||||||||
19 | 13 | The Emotion themometer | ||||||||||||||||||||||||||
20 | 14 | The Calm corner | ||||||||||||||||||||||||||
21 | 19 - 22 | Unit 5 | Travel items Things in nature PRONUNCIATION Sounds /t/ and /st/ GRAMMAR Superlatives of short adjectives Modal verb: must COMMUNICATION Describing things in nature | Superlatives of short adjectives Modal verb: must | Geography (n) /dʤi'ɔgrəfi/ Problem (n) /problem/ Introduce (v) /,intrə'dju:s/ Island (n) /'ailənd/ Wonders (n) | LINK | LINK | LINK | 15 | Situation-based exercises | ||||||||||||||||||
22 | End term Assessment Form | |||||||||||||||||||||||||||
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24 | 23 - 26 | Unit 6 | VOCABULARY Tet things and activities PRONUNCIATION Sounds /s/ and /∫/ GRAMMAR will to express intentions should/shouldn’t for advice COMMUNICATION Talking about Tet activities and traditions | express intentions should/shouldn’t for advice | Celebration (n) /,seli'breiʃn/ Decorate (v) /'dekəreit/ Firework (n) /ˈfīrˌwər/ Gather (v) /'gæðə/ | LINK | LINK | LINK | ||||||||||||||||||||
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27 | 27 | REVIEW | ||||||||||||||||||||||||||
28 | 28 | REGULAR TEST - TEST 2 | TEST | KEY | EVALUATION FORM | |||||||||||||||||||||||
29 | 29 - 32 | Unit 7 | VOCABULARY TV programmes, people and things PRONUNCIATION Sounds: /θ/ and /ð/ GRAMMAR Conjunctions: and, but, so, because, although Wh- question words COMMUNICATION Exchanging information about TV Talking about a favourite TV programme | Conjunctions: and, but, so, because, although Wh- question words | Programme (n) /program/ Channel (n) /ˈtʃænl/ Awful (a) /'ɔ:ful/ Cartoon (n) /kɑ:'tu:n/ Schedule (n) /'ʃedju:/ | LINK | LINK | LINK | ||||||||||||||||||||
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32 | 33 - 36 | Unit 8 | VOCABULARY Sports and games PRONUNCIATION Sounds: /e / and /I / GRAMMAR The past simple Imperatives COMMUNICATION Talking about sports and games Talking about sportspeople you like | The past simple Imperatives | Equipment (n) /ɪˈkwɪpmənt/ Congratulation (n) /kənˌɡrætʃuˈleɪʃn/ Road (n /rəʊd/ Minute (n) /ˈmɪnɪt/ Modern (a) /ˈmɒdn/ Friendly (a) /ˈfrendli/ | LINK | LINK | LINK | ||||||||||||||||||||
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34 | 2. How to Handle Fear | Input Assessment Form | ||||||||||||||||||||||||||
35 | 1 | Scaredy Worm | ||||||||||||||||||||||||||
36 | 37 - 40 | Unit 9 | VOCABULARY Continents, countries, cities and landmarks PRONUNCIATION Sounds: / u/ and /ai/ GRAMMAR The present perfect Superlatives of long adjectives COMMUNICATION Talking about some famous cities Describing experiences Writing a postcard | The present perfect Superlatives of long adjectives | Egg-shaped building (n) /eɡ ʃeɪp ˈbɪldɪŋ/ Exciting (a) /ɪkˈsaɪtɪŋ/: What nice photos! : Những bức ảnh thật tuyệt. Form : What + adj + N How + adj + S +be | LINK | LINK | LINK | 2 | What does fear include? | ||||||||||||||||||
37 | 3 | Fear and worry | ||||||||||||||||||||||||||
38 | 4 | Monkey can help | ||||||||||||||||||||||||||
39 | 5 | Bravery-building exercises 1 | ||||||||||||||||||||||||||
40 | 41 | REVIEW | 6 | Bravery-building exercises 2 | ||||||||||||||||||||||||
41 | 42 | REGULAR TEST - TEST 3 | TEST | KEY | EVALUATION FORM | 7 | Bravery-building exercises 3 | |||||||||||||||||||||
42 | 43 - 46 | Unit 10 | VOCABULARY Words to talk about types of houses and appliances PRONUNCIATION Sounds /dr/ and /tr/ GRAMMAR Will for the future Might for future possibility COMMUNICATION Talking about diff erent houses in the future Writing about a dream house | GRAMMAR Will for the future Might for future possibility | Surround (v) /səˈraʊnd/ Appliance (n) /əˈplaɪəns/ Wireless (n) /ˈwaɪələs/ Solar energy (n) /ˈsəʊlə(r) ˈenədʒi/ Fantastic (a) /fænˈtæstɪk/ | LINK | LINK | LINK | 8 | How to overcome fear | ||||||||||||||||||
43 | 9 | Face your fear: Encourage yourself | ||||||||||||||||||||||||||
44 | 10 | Face your fear: Plan to fight | ||||||||||||||||||||||||||
45 | 11 | Overcoming fear: Plan and steps | ||||||||||||||||||||||||||
46 | 47 - 50 | Unit 11 | VOCABULARY Things that can be reduced, reused and recycled Environmental problems and their eff ects PRONUNCIATION Sounds: /а:/ and /æ/ GRAMMAR Conditional sentences - type 1 COMMUNICATION Talking about ways to 'go green' | Conditional sentences - type 1 | Reusable Material Plastic Natural Pollution Expensive | LINK | LINK | LINK | 12 | Overcoming fear: Keys to success | ||||||||||||||||||
47 | 13 | Overcoming fear: What's in the secret? | ||||||||||||||||||||||||||
48 | 14 | Overcoming fear: Welcome great things | ||||||||||||||||||||||||||
49 | 15 | Overcoming the fear of the dark | ||||||||||||||||||||||||||
50 | 51 - 54 | Unit 12 | VOCABULARY Words to name everyday activities PRONUNCIATION Sounds: /ɔɪ/ and /aʊ/ GRAMMAR Could for past ability Will be able to for future ability COMMUNICATION Asking and answering questions about abilities or skills Expressing agreement and disagreement | Could for past ability Will be able to for future ability | Minor (a) /ˈmaɪnə(r)/ Role (n) /rəʊl/ Housework (n) /ˈhaʊswɜːk/ Worker (n) /ˈwɜːkə(r)/ Building (n) /ˈbɪldɪŋ/ Could for past ability Eg. They could only do very simple things. Will be able to for future ability Eg. They will be able to do many things like humans. | LINK | LINK | LINK | End term Assessment Form | |||||||||||||||||||
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55 | 56 | REGULAR TEST - TEST 4 | TEST | KEY | EVALUATION FORM | |||||||||||||||||||||||
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