Ha Tinh School of Excellence in Education Preparing date: 10/10/2024

Class: 6A Teaching date: 14,17/10/2024

TOEFL EXAM PRACTICE
Lesson 16 – UNIT 1- SB (page 123) & WB (page 123)
I. Objectives (learning outcomes):
By the end of this lesson, Ss will be able to…
a. Knowledge:
- identify and correct errors.
- learn some tips for the exam
b. Core competences & language skills:
- prepare for TOEFL JUNIOR TEST.
- know more about TOEFL JUNIOR TEST
- improve Ss’ critical thinking and analytical thinking skill and self-reliance
c. Personal qualities:
- be more self- confident and self- sufficient.
II. Teaching aids and materials:
- Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book, projector/ interactive
whiteboard /TV (if any), PowerPoint slides
- Students’ aids: Student book, Workbook, Notebook.
III. Procedures
A. Warm-up: (5 minutes)
a. Objectives: to get Ss think about the housework they do.
b. Content: doing housework
c. Outcome: Ss can have some ideas about doing housework
d. Competence: communication, collaboration, analytical thinking and critical thinking skills
e. Organization:

Teacher’s Activities Students’ Activities

- Ask Ss some questions: - Discuss these questions in pairs.

1. Do you help your parents in the home? - Ss’ own answers.
2. What jobs do you do?
3. Do you think children help out less or more in
the home than they did sixty years ago?
- Monitor the class and help them if necessary.
 B. New lesson: (35 minutes)
1. Activity 1: (20 minutes)
a. Objectives: to introduce part 1 of writing section in the exam, some tips and help Ss
practise.
b. Content: error correction
c. Outcome: Ss can understand part 1 of writing section, learn some tips and practise
d. Competence: communication, collaboration, critical thinking and analytical thinking skills
e. Organization:

Teacher’s Activities Ss’ Activities

ABOUT THE TEST

In the Writing section, you will read a paragraph that - Read through the test information box.
has four errors in it. Then you will correct the errors. - Answer the teacher’s questions.
You will have two-and-a-half minutes to read the Answer keys:
paragraph and correct the errors.
1. correct the errors
- Read through the test information box with the class.
2. four
- Ask questions to check Ss understand:
3. two and a half minutes
1. What do you have to do?
2. How many errors are there?
3. How long do you have?
- Explain that this part of the test focuses on Ss’
knowledge of grammar.
TIP 1:
In this section, there are often errors connected with
agreement. Think about agreement connected with
person (e.g. Jack and Tom are friends. They play
football together.) and number (Tom goes to school
With Jack They go to school together. Are these your
shoes?).
- Read tip 1 together with the class.
- Tell Ss that the errors will be basic grammar errors,
and Ss should be able to get full marks in this section.
Task 1. Read About the test and Tip 1. Then correct
- Read tip 1 and take notes and then correct
the errors highlighted in sentences 1-6.
the errors highlighted in sentences 1-6.
1. Wendy and I like rap music. They go to
- Do the task individually and share with
concerts together sometimes.
 2. Lucy like swimming and dancing. their friends
3. These is my mom.
4. My sister and brother get up at 6:00 a.m. She Answer keys:
go to school at?:OO a.m. 1 We
5. Why is you sad? 2. likes
6. Do you like this T-shirts? 3. This
- With books closed, copy the sentences onto the 4. They
board, without highlighting the errors. 5. are
- Ask Ss to copy and correct the sentences 6. these
individually.

Task 2. in pairs, check your answers to exercise 1. - Check their answers to exercise 1.
Explain why the highlighted words are wrong. Explain why the highlighted words are
- Write the sentences on the board and get wrong.
individual Ss to come up and correct them. Suggested answers:
- Ask Ss to tell why the highlighted words are 1. Two or more people (including
wrong. the speaker) require the pronoun We.
2. Third person singular takes sores
at the end of the verb.
Teaching tip 3. Mom is singular, so the
demonstrative adjective should take the
When doing writing activities in class, as well as
singular form this.
checking their own work, get Ss to check their
classmate’s work and correct any errors. This will 4. Two or more people (not
develop good editing skills and help them prepare for including the speaker) require the pronoun
this part of the test. They.
5. The second person singular form
of the verb be is are not is.
6. Plural nouns require the
demonstrative adjective these.

TIP 2
Also think about agreement connected with gender
(Jack Hues with his mom), and case (Do you like
him?-not “he” or "his’). - Read Tip 2 and answer the teacher’s
- Read Tip2 together with the class. questions.
- Ask questions to check Ss understand: Suggested answers:
1. What possessive adjective do we use for a man/a 1. His/ her/ their
woman/two people?
2. What is the difference between subject and object 2. Subject pronouns stand before the main
pronouns? verb. Object pronouns stand after the main
Task 3. Read Tip 2. Then choose the correct option in verb.
sentences 1-6. - Read the sentences and choose the correct
1. Lucy goes swimming with his/her brother. answers.
2. I like hanging out with my/me friends. Answer keys
3. Rashib and Cara are in the same class. This is 1. her
our/their classroom. 2. my
4. My dad isn’t at home today, so you can’t 3. their
speak to he/ him. 4. him
5. Do you like computer games? Yes, I love 5. them
it/them. 6. his
6. Where does John keep his/her bike?
- Get Ss to read through the sentences first to get the
general meaning.
- Check they understand hang out and keep.
- Give them a few minutes to read the sentences again
and choose the correct options.

Task 4. In pairs, check your answers to exercise 3. - In pairs, check their answers to exercise 3.
Explain why the other options are wrong. Answers
- Tell Ss to read their partner’s sentences and choose the 1. Lucy is female and so requires the
correct options. feminine possessive adjective her.
- Check Ss’ answers. 2. The possessive adjective for the
first person is my.
3. The possessive adjective for two
or more people (not including the speaker)
is their.
4. The object pronoun in the third
person masculine form is him.
5. The object pronoun for two or
more objects is them.
6. John is male and so requires the
masculine possessive adjective his.

2. Activity 2: (10 minutes)

a. Objectives: to help Ss have further practice on correcting errors.
b. Content: Rock School
 c. Outcome: Ss can ask and answer about factual information of Rock School.
d. Competence: communication, collaboration, critical thinking and analytical thinking skills
e. Organization:

Teacher’s Activities Students’ Activities

Task 5. This paragraph contains some errors. The - Read the paragraph carefully and the
errors are highlighted. You must correct them correct the errors.
without changing the meaning of the paragraph. - Share with their partners and explain.
You will have two minutes and 30 seconds to make Answer keys:
all the corrections.
1. has- have
Child film stars has a different life from most children.
2. He- They
He usually get up early to get to the film studios on time.
They don’t work for the whole day, since they also have 3. doesn’t- don’t
to do schoolwork with teachers at the studio. Of course, 4. her- their
they also have lines to learn, so they are kept busy. Most
child stars doesn’t have much time for hobbies or to play
with her friends, and they spend more time with adults.

- Ask Ss to read the paragraph carefully and then correct

the mistakes.
- Remind them of the time to finish the task.
- Listen and take notes
- Check Ss’ answer

Task 6. This paragraph contains some errors. The - Read the paragraph carefully and the
errors are highlighted. You must correct them correct the errors.
without changing the meaning of the paragraph. - Share with their partners and explain.
You will have two minutes and 30 seconds to make Answer keys:
all the corrections.
1. don’t- doesn’t
Emily Beavis is famous for playing the piano. She lives
2. His- Her
in Illinois, in the U.S., with her family, but she don’t go
to school. His mom teaches her at home. In her free time, 3. goes- go
she doesn’t play computer games or goes shopping. She 4. Her- She
plays the piano and writes music. She sometimes plays
her music at concerts for lots of people. Her also has a
CD of her jazz music called Diversity, which is very
popular.
- Ask Ss to read the paragraph carefully and then correct
the mistakes.
- Remind them of the time to finish the task.
- Check Ss’ answer - Listen and take notes

3. Activity 3: (5 minutes)
a. Objectives: to help Ss reflect the process of being a candidate.
b. Content: task 5
c. Outcome: Ss can reflect the process of being a candidate.
d. Competence: communication, collaboration, critical thinking, synthesising skill and creativity
e. Organization:

Teacher’s Activities Students’ Activities

Task 5. Now do the task. - Read the paragraph carefully and the
correct the errors.
- Share with their partners and explain.
Answer keys:
1. doesn’t-don’t
2. we-they
3. helps — help
4. hers- their

- Ask Ss to read the paragraph carefully and then correct

the mistakes.
- Remind them of the time to finish the task.
- Check Ss’ answer

C. Consolidation (3 minutes)
- Information about the exam.
- How to identify and correct errors.
D. Homework assigned (2 minutes)
- Prepare Science lesson.

UNIT 1: FREE TIME

 Revision

I. Objectives (learning outcomes):

By the end of this lesson, Ss will be able to…
a. Knowledge:
- learn expressions of saying hello, asking how people are, introducing people, saying goodbye.
b. Core competences & language skills:
- practise listening and speaking using expressions of saying hello, asking how people are, introducing
people, saying goodbye.
- improve their communication, collaboration, critical thinking and speaking skills.
c. Personal qualities:
- become a good citizen and have good manners.
II. Teaching aids and materials:
- Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book, projector/interactive
whiteboard /TV (if any), PowerPoint slides
- Students’ aids: Student book, Workbook, Notebook.
III. Procedures
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new language; to get Ss'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage
them in the steps that follow.
b. Content: expressing yourself.
c. Outcome: Ss can have some ideas and know some phrases to express themselves.
d. Competence: communication, collaboration, analytical thinking skills
e. Organization:

Teacher’s Activities Students’ Activities

Option 1: Option 1:
- Ask Ss to close their books. - Close their books.
- Ask Ss some questions: - Think and answer the questions.
1. How many different ways are there of saying hello - Ss’ own answers.
and goodbye in your language?
2. When do you use these expressions?
3. Are some more formal than others?
- Ask students to think of as many greetings as they
can in English.
Option 2:
- Ask Ss to close their books. Option 2:
- Get Ss to work in pairs to put these expressions into - Close their books.
correct groups: - Work in pairs to put these expressions into
Saying Asking Introducing Saying correct groups:
hello how people people good bye
are

- Hello. - Hi. Hey.

- Ok, not bad - Nice to meet you.
- You, too. - Pleased to meet you
- This is (my friend)… - Nice to meet you
- You, too. - Goodbye
- Bye - See you
- Good night. - Good morning.
- How are you? And you? - Very well, thanks.
- Fine, thanks. - Pleased to meet you

-Ask Ss to open their books, go to page 16 and check. - Open their books, go to page 16 and check.

B. New lesson: (35 minutes)

1. Activity 1: (20 minutes)
a. Objectives: to present some useful expressions to express someone and help Ss practise listening
them in a real situation.
b. Content: expressing yourself
c. Outcome: Ss can learn some useful expressions to express themselves and practise listening them in
a real situation.
d. Competence: communication, collaboration, critical thinking and listening skills .
e. Organization:

Teacher’s Activities Students’ Activities

 - Look at the pictures and answer the
questions:
Suggested answers:
- They are at the airport.
- They are greeting someone who has just
arrived.

- Ask Ss also: Who do you think the people are? Which

country do you think the girl is arriving in?

Task 2. Listen and answer the questions. - Read the questions first before they listen.
1. Where is Hannah’s flight from? - Think of the type of information they need
2. What is the name of Jessica’s father? to listen in each sentence.
3. What is her mother’s name? - Listen and answer the questions
individually and their share with their
4. Who is Josh?
partners.
- Ask Ss to read the questions first before they listen.
Answer keys:
- Get Ss to think of the type of information they need to
1. Washington
listen in each sentence.
2. Andy
- Play and pause the audio as needed.
3. Sarah
- Check Ss’ answers.
4. Jessica’s brother

Task 3. Listen and decide if the sentences are true or - Look at the picture and try to discover it.
false. - Listen to the teacher and think of the
1. Jessica is an exchange student. situation.
2. Eric is in the same class as Jessica at school. - Listen and decide if the sentences are true
3. Hannah’s favourite band is Haim. or false.
4. Eric doesn’t like Bruce Springsteen. Answer keys:
- Ask Ss to look at the picture. 1. False
- Help Ss discover the picture. 2. True
- Elicit that the girls are Hannah and Jessica from 3. True
exercise 1, and that the boy is probably a school friend. 4. False
They are wearing school uniform, and are probably on
their way to school.
- Tell Ss they are going to hear the three of them
chatting.
- Ask Ss to underline the key words in each sentence.
- Check Ss’ answers.

Task 4. Look at Express yourself. Then listen again - Look at Express yourself.
and note the expressions you hear. - Listen again and note the expressions they
hear.
Answers
1. Hi
2. Hey
3. How are you?
4. Fine, thanks.
5. This is (my friend)...
6. Nice to meet you.
7. You too.

- Pause the audio after each expression to give Ss time

to write them down.
- Listen and repeat the phrases chorally and
- Ask Ss to listen and repeat the phrases chorally and
individually.
individually.

2. Activity 2: (10 minutes)

a. Objectives: to help Ss know the use of the expressions and practise them in the real situations
b. Content: formal and informal language.
c. Outcome: Ss can distinguish formal and informal expressions and practise them.
d. Competence: communication, collaboration, critical thinking and writing skills
e. Organization:

Teacher’s Activities Students’ Activities

Task 5. Look at the expressions below and write - Discover the meaning of formal and
Formal or Informal. informal.
1. Good morning. Formal - Look at the expressions and write formal
 2. Hello, Mr. Jackson. or informal.
3. See you. Answer keys
4. Not bad. 2. Formal
5. Pleased to meet you. 3. Informal
- Write formal and informal on the board. 4. Informal
- Ask Ss what the words mean? Who do we say formal 5. Formal
or informal things to and why? Do the first one with
them and elicit the answer.

Task 6. Imagine you are an exchange student like - Imagine they are an exchange Ss like
Jessica. Write the following information about you. Jessica.
Name: ____ - Write the following information about
Country: ____ themselves.
City: ____
Age: ____ - Ss ‘own answers
- Tell Ss that they should choose an English-speaking
country to make the activity more realistic.
- Monitor the class while Ss are completing the task.

3. Activity 3: (5 minutes)
a. Objectives: to help Ss use the language they have leant
b. Content: making a conversation.
c. Outcome: Ss can use the expressions they have learnt in the real situation.
d. Competence: communication, collaboration, critical thinking, writing skills and creativity
e. Organization:

Teacher’s Activities Students’ Activities

Task 7: It is your first day at your new school. Work - Work in pairs.
in small groups. Follow the instructions below. - Introduce themselves to each other using
- Make sure the groups have an even number of Ss, the information from exercise 6, then they
preferably four. join with the other pair in their group, and
- Get Ss to work in pairs. take turns to introduce their partner to them.
- Ask Ss to introduce themselves to each other using the - Ss ‘own answers
information from exercise 6, then they join with the
other pair in their group, and take turns to introduce
their partner to them.
- Introduce yourself to another student.
- Ask and answer questions.
- Introduce that person to another student.
- Use expressions from Express yourself.

C. Consolidation (3 minutes)
- Expressions of saying hello, asking how people are, introducing people, saying goodbye.
- Formal and informal.
D. Homework assigned (2 minutes)
- Learn expressions of saying hello, asking how people are, introducing people, saying goodbye.
- Prepare Lesson 1 – Writing (page 17 – SB).