Kế hoạch bài dạy Tiếng Anh 6 - Tuần 16, Unit 5: Around town - Leson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 6 - Tuần 16, Unit 5: Around town - Leson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. LESSON PLAN 6: Planning date: 25/12/2022 Period : 46 UNIT5: AROUND TOWN Lesson 2.3: Pronunciation + Speaking (p. 43) A. Objectives 1. Knowledge By the end of the lesson, students will be able to: - Identify the sound changes of the expression: “would you like”, - Use “What would you like ?” to practice asking the orderfor dishes. 2. Ability - Students can improve their pronunciation, speaking and listening skills, - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can distinguish the difference between sounds of words and sounds of expressions. 3. Quality - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Around Town”. - Students can show their kindness to their hometown, love for people around. B. Teaching equipment and learning materials - Lesson plan, PPT slides, Student’s book, workbook, e-book, personal computer (if any), projector/TV, loudspeaker C. Procedures I. Warm-up: Chatting What would you like?
2. - Teacher gives students a menu, each pair practices ordering the food and answering the questions. - Teacher and other students follow. What would you like to eat? =>I’d like some chicken and some rice. What would you like to drink? =>I’d like some apple juice. - Have students read all the sentences loudly. - Teacher lets students listen to the model sentences, compare the sound to see how they change. II. Presentation 1. Set the scene a + b. Listen. Notice the sound changes of the underlined words - Play the recording (CD1, track 62) - Ask Ss to listen and pay attention to the sound changes - Call Ss to make their comments on the sound changes of the questions: “ would you like ?” - Give feedback, explain the pronunciation feature: “ would you like ?” often sounds like /wədʒʊlaɪk/ - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. c + d. Listen and cross out the one with the wrong sound changes, then read the sentences with the correct sound changes to a partner. - Play the recording (CD1, track 63), have Ss listen and cross out the option that doesn’t use the correct sound changes - Call Ss to give answers - Play the recording again and check answers as a whole class. - Then have Ss practice saying the sentences with a partner, using the correct sound changes, then encourage Ss to use their own sentences - Call some Ss to read their sentences in front of the class. -Check and correct Ss’ pronunciation
3. II. Practice Activity 1: Take turns ordering. Swap the roles and repeat. Option 1: - Demonstrate the activity by practicing role-play with a student - Have Ss retell the structures: Would you like + to infinitive? Would you like + noun? What would you like for + noun? - Have pairs practice the conversation - Call some pairs to read in front of the class - Have pairs swap roles and repeat-using the pictures on the right. - Have some pairs demonstrate the activity in front of the class - Check Ss’ pronunciation Option 2: (for class with better students) (free - practice) - Follow the same steps as option 1 - Then give Ss an extra activity: Practice the conversation in the text book; however, they try to remember the conversation content and they can use their own ideas - Have some pairs demonstrate the activity in front of the class, not looking at the textbook; encourage Ss to present as naturally as possible. - Give feedback and evaluation Activity 2: Speaking – What would you like to order? a. You’re at a restaurant. Work in pairs. Student A, you’re a customer, order some food. Student B, you’re a waiter. Take the customer’s order - Demonstrate the activity by practicing role-play with a student - Remind Ss to use words/ phrases/sounds to get time to think - Have Ss work in pairs to role-play the conversation
4. - Go round and support Ss - Have some pairs demonstrate their role-play in front of the class. b. Swap roles. Use the menu from the reading - Have Ss swap roles and use the menu from the reading - Remind Ss to use ways to start a conversation politely - Ask Ss to demonstrate the role-play on front of the class - Give feedback and evaluation *Extra activity: - Have Ss watch a video clip about ordering food and drinks in a restaurant as a reference, link: IV. Further Practice: Speaking - Students work in groups, talk about the food or drink teenagers in Vietnam like best. - Some students volunteer to share in front of the class. Example: Most teenagers in Vietnam like fast food and junk food such as milky tea, bánh tráng trộn, V. Homework - Do exercises in workbook - Write about the food and drinks you like best Planning date: 26/12/2022 Period 47. UNIT 5: AROUND TOWN LESSON 3.1: New words + Listening + Speaking (PAGE 44, 45) I. AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to:
5. - know how to ask and answer about food arround the world using the new words in the book and some related words in the same topic. - listen to a monodialogue to develop listening skill on specific target . 2. Ability: - Students can improve their 4 skills (Main skills: Listening and Speaking; Sub-skill: Reading) - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can distinguish the difference food around the world 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Around town” conducted by the teacher. - Students can show their kindness to their traditional food and the others countries II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. III. PROCEDURES A. Warm up Option 1: Dishes and ingredients - Divide the board into 2 parts: Dishes and Ingredients - Explain the word “ingredients” - Prepare some pictures about food and ingredients Answer key Dishes: pasta, sandwich, hamburger, pizza, beefsteak, soup Ingredients: beef, spring onion, pork, vegetables, herbs, vinegar B. New lesson
6. ❖ Activities 1: Vocabulary a. Fill in the blanks. Listen and repeat - Demonstrate the activity using the example - Have Ss look at the pictures and fill in the blanks with the words in the box - Ask Ss to work in pairs to check their answers with their partners. - Call Ss to give answers - Check answers as a whole class. - Play audio Have Ss listen and repeat - Call some Ss to read the words again - Correct Ss’ pronunciation if necessary b. Take turns to use the words in sentences  Option 1: - Demonstrate the activity using the example - Have Ss take turns to make sentences with the new words they have learnt. - Call Ss to give answers - Give feedback and evaluation  Option 2: - Have work in groups and make sentences with the new words they have learnt. - Have groups write their answers on the board - Check and correct Ss’ mistakes - Give feedback and evaluation Activity 2: Listening a. Listen to a man talking about popular food from around the world. Who is the speaker? a student / a customer or a chef? - Have Ss look at the request of the task - Play audio (CD1 – Track 65) - Have Ss listen and answer the question by circling the right option - Check answers as a whole class. Answer key A chef b. Listen and fill in the blanks, then match with the correct pictures
7. - Have Ss read the task and make a guess which words to be written in the spaces - Demonstrate the activity - Play audio (CD1 – Track 65) again. - Have Ss listen and fill in the blanks - Call Ss to read their answers - Check answers as a whole class. - Have Ss match the information with the correct pictures - Check answers as a whole class Answer keys Activity 3: Grammar – Useful language Listen then practice - Have Ss look at the Useful Language box - Explain - Explain the structure: What do people make it with? - Play audio (CD1 – Track 66) - Have Ss practice the useful language - Call some pairs to present, give feedback and evaluation Suggested conversation A: What’s cheese burger? B: It’s a dish from the USA A: What do people make it with? B: grilled beef / pork, onions and cheese
8. C. Pre - speaking Food around the world I. Pre-teach vocabulary - T uses context to present the new words. - T gets students to look at the words in the book/on the screen. - T asks sts to label the map, listen and read. - T checks the meaning if neccessary II. While - speaking a. You’re at a restaurant. Work in pairs. Student A, you’re a customer, order some food. Student B, you’re a waiter. Take the customer’s order - Demonstrate the activity by practicing role-play with a student - Remind Ss to use words/ phrases/sounds to get time to think - Have Ss work in pairs to role-play the conversation - Go round and support Ss - Have some pairs demonstrate their role-play in front of the class. III. Post - speaking b. Swap roles. Use the menu from the reading - Have Ss swap roles and use the menu from the reading - Remind Ss to use ways to start a conversation politely - Ask Ss to demonstrate the role-play on front of the class - Give feedback and evaluation D. Home work - Practice asking and answering about dishes and ingredients. - Learn by heart new words. - Do exercise inworkbook. - Prepare new lesson Planning date: 26/12/2022 PERIOD 48: UNIT 5: AROUND TOWN Lesson 3.2: Reading + Writing
9. I. AIMS : 1.Knowledge : By the end of this lesson , students will be able to know how to ask and answer about places .villages,towns and cities by using the new words in the book 2.Ability:- Students can improve their skills -Students can develop their communication skill,creativity cooperation,self-studying and problem solving 3.Quality- Students have positive attitude in English language learning so that they actively participate in all classroom activities -Students can show their kindness to their hometown, love for people around. II.TEACHING AIDS: - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student’s book, notebook, workbook. III. PROCEDURES A.Warm up:Speaking - Teacher shows some pictures of dishes, students look and choose Vietnamese dishes. - Students share some information about these dishes. - Other students can make questions if they want. - Teacher and the whole class check and correct. B.PRE-READING I.Pre-teach vocabulary -T uses context to present the new words - Have sts listen and repeat : chorally - individual - Taste (n/v) - dish (n) - smell(n) - delicious(a) Checking words :
10. -T shows pictures and words - T asks sts to match the pictures with suitable words II.Pre-question: -T asks sts some questions Questions: - What food is the most dish in Ha noi? - Do you like cơm tấm ? -Tells sts that they are going to read about most dishes in Viet nam C. WHILE-READING. I. Activity 1:Read & find the best headline -T- asks Sts to read the text quickly, then find the best headline for it -T-call some sts give answers -T checks and corrects Key : 2. A taste of Vietnam II. Activity 2: Read & answer the questions -T uses the game ‘’ Luky number’’ -T divides class into two teams 1.Rice and noodles are in most Vietnamese dishes 2.LN 3.It’s a famous dish 4.LN 5.It’s an amazing dish 6. 7.With fish sauce 8.LN D.POST-READING Activity 1: Speaking Teacher shows a table on the screen, explains how to do with it. Teacher asks a student as modeling. - Have students work in groups, discuss about the food in their country. - Students fill in the table with the information. The dishes in my country The name & the kind of dish .. is a kind of in VN What people make it with? When people eat it? How it tastes? Students show their result to class. (individually) Teacher checks and gives feedback. Activity 2: Writing: -T asks Sts to use the information above to write a paragraph about a kind of popular food -T calls some sts to read their papers before class -T checks and gives feedback.
11. Homework: - learn by heart new words, Do exercise in workbook -Prepare for the new lesson LESSON PLAN 8 Planning date: 25/12/2022 Period 46 UNIT 6: FOLK TALES. Lesson 5: SKILL 1 A. AIMS OF THE LESSON: By the end of the lesson, ss will be able to know I. Knowledge - Have a brief overview about the topic “folk tales”. - Use the lexical items related to the topic “folk tales”. - Read for general and specific information about folktales II. Ability: - Students can improve their vocabulary (extra words related to the topic); improve their reading, speaking and writing. - Ss can improve: Communication, ability to use language, self-study, creative (make dialogue) co-operation (work in pair). III. Quality: - Students have positive attitude in English language learning to participate in all classroom activities with the topic “Folk tales” - Build their love for country - Build for good habits B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURES I. Warm up: Guessing Game: What story is it? These words related to the story: two brothers, fruit, bag, eager, gold, sea =>The Starfruit Tree II. Pre -reading Activity 1: Pre - vocabulary: - Ask ss to scan the passage to find the words in the box. - Help Ss work out the meanings of these words from the context.
12. - fortune: a large amount of money. - Starfruit Tree: tree with green fruit shaped like a star. - ripe: ready to be eaten. - filled: put gold into the gab until there is no more space. - replay: pay back - load: something that is being carried. Activity 2: Pre – question - Have you ever read the fable “The starfruit” II. While reading Activity 1: Answer the questions: - Ask ss to read the text again and answer the question individually. - Have ss compare the answers with a classmate. - Call some ss to write the answers on the board and asks them to explain their answers. Sts can either paraphrase the original information from the text or read out loud the part of the text where the answer to each answer is located - T: confirm the correct answers. 1. He gives his younger brother only a star fruit tree. 2. The eager promised to repay him in gold. 3. He offered to swap his fortune for his brother’s starfruit tree. 4. He filled a very large bag and all his pockets with gold. 5. He was dropped (by the eagle) into the sea. Activity 2: Gap – fill - asks ss to read all the sentences and decide which word form the blanks need. - asks ss to work in groups, without reading the text again complete the - asks ss compare the answers with a partner. - check and confirm the correct answers from the text. III. Post - reading: Activity 1: Speaking - Ask sts to work individually to read the stories summarizes. - Ss work in pairs, asking and answering about the stories - T goes around the class to provide help. - Call ss to answer the questions. Activity 2 Game: Who am I?
13. - First, remind ss of the words to describe characters or creatures in the fairy tales/legends/fables. - Ss play in groups of five. - One member choose a character in any of the stories in 4. - The others ask Yes/No questions to discover who that person is. - T goes around to provide support. IV Homework - Learn new words by heart - Write a paragraph about your favorite tales Planning date: 25/12/2022 Period 47 UNIT 6: FOLK TALES. Lesson 6: Skills 2 A. AIMS OF THE LESSON. 1. Knowledge: By the end of the lesson, sts will be able to: - Use lexical items related to the topic “ folk tales ” - Listen for specific information in a fairy tale - Write a narrative of legend / folk tale/ fariy tale/ fable - Practice listening and writing with the lexical items related to the topic “folk tales ” 2. Ability. - Develop team-working skills through learning activities - Students can improve their 4 skills (Main skills: Listening and writing; Sub-skill: Reading) - Students can develop the ability to cooperate with their partners, to self-study. 3. Quality - Students have positive attitude in English language - Students can show their kindness to their hometown, love for people around. B.TEACHING AIDS. - Teacher’s aids: student’s book and teacher’s book, class CD, projector/laptop/TV. - Students’ aids: Student’s book, notebook, workbook. C. PROCEDURES I. Warm up
14. T writes the word ‘ fairy tale’ on the board as the centre of a word web and asks volunteers to come up and add any words or phrases to the word-web connected with the topic of ‘fairy tale’. (Accept all ideas and don’t correct anything. Then tell Ss they are going to listen to a fairy tale.) II. Pre- listening * Guessing - First, have Ss cover the right side of the page where the story is written out in the green box. - Ask Ss to read the statements carefully and underline the words that are not correct in each sentence.. - Call two or three Ss to write their answers on the board. - Get Ss to read the story carefully guess the missing words. III. While - listening. Activity 1. Fill in the missing words - Play the recording and have Ss find the missing words as they listen. Ss can share their answers with their partners. - T may play the recording more times until Ss have chosen all their answers. Call some Ss to write their answers on the board. Key: 1. castle 2. give gold 3. with anger 4. breath 5. strong back Activity 2. Correcting the statements - Have ss work in pairs and give the correct answers. - T calls some students to say aloud in the class. Key: 1. Once upon a time, there was a king, a queen and a princess. 2. Once night an ugly orge captured the princess and put her in his tower, 3. One day a dragon heard the princess cry for help. 4. At the end of the story, the dragon married the princess IV. Post listening Writing task - Ask Ss to refer back to the reading passage in Skills 1 for useful language and ideas, and note some necessary expressions and languages on the board.
15. - Have ss work in groups to make notes about one of their favorite fairy tales. They can invent their own story. - Ask Ss to work ii groups to write the fairy tale. T can display all or some of the stories on the wall/ board. Other Ss and T give comments. Ss edit and revise their stories as homework. V. Homework - Rewrite the story. - Prepare for Looking back and Project. Planning date: 25/12/2022 Period 48 UNIT 6: FOLK TALES Lesson 7: Looking back A. AIMS OF THE LESSON By the end of the lesson, ss will be able to: - Review the lexical items related to the topic “ folk tales” - Review the grammar of the unit 6. - Make questions and answers about the topic “ folk tales”. - Grammatical structures: Simple past and past continuous tense. 2. Ability - Students can improve their 2 skills (Main skills: writing and speaking ; Sub-skill: Reading) - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. 3.Quality - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Folk tales” conducted by the teacher. - Students can show their kindness to their hometown, love for people around. B.TEACHING AIDS. - Teacher’s aids: student’s book and teacher’s book, class CD, projector/laptop/TV. - Students’ aids: Student’s book, notebook, workbook. C. PROCEDURES I Warm – up: Jumble word
16. Geledn-> legend Fblae -> fable Aifry ltae-> fairy tale Klof ltae – folk tale - Have ss work in pairs and then T calls some ss to write on the board. Activity 1: - Ask Ss to think of as many examples of different types of stories as possible. - Ss work in pairs - Then ask Ss to say their examples in front of the class. Activity 2 Ss work in pairs. - Ask Ss to do these exercises individually at first. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self- assessment. Key: 1. witch 2. hare 3. knight 4. orge 5. fairy 6.tortoise 7. giant 8. dragon Activity 3 . - Ask Ss to do these exercises individually at first. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self- assessment Characters Personality Woodcutter Cruel Witch Kind Dragon Generous Fairy Mean Giant Wicked Hare Cheerful Emperor Fierce Tortoise Evil
17. Knight Cunning Orge Brave Eagle Greedy Budha Activity 4 . - First, model this activity with a good student. Then ask Ss to work in pairs. - T may go around to provide help if necessary. - Call some pairs to practice in front of the class. Key: 2. A: Was Mrs. Lan doing the gardening? B: No, she wasn’t. She was cooking. 3. A: Was Mr. Hung writing a letter? B: No, he wasn’t. He was reading a newspaper. 4. A: Were Hoa and Hai playing table tennis? B: Yes, they were. 5. A: Was Duong listening to music? B: No, he wasn’t. He was watching TV. 6. A: Was Mai doing her homework? B: No, she wasn’t. She was sweeping the floor. Activity 5 . - Model these activities with a more able S first. - Then ask Ss to work in pairs. - T may go around to provide help if necessary. - - Call some pairs to practice in front of the class. Activity 6 - Ask Ss to do the task individually to number the lines of the dialogue. - Ask them to check their answers with the whole class. - Ask Ss to practise saying the dialogue with their parents Key 1. D 2. I 3. A 4. C 5. F 6. H 7. j 8. B 9. G 10. E D. Homework - Do Ex E ( 1,2) in page 51 -SBT - Prepare unit 6: Review 2
18. LESSON PLAN 9: Planning date: 25/12/2022 Period 46 UNIT 6: VIET NAM: THEN AND NOW Lesson 5: Skills 1 A. OBJECTIVE - By the end of the lesson, ss will be able to: I. Knowledge Read for general and specific information about the tram system in Ha Noi then and now - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at present II. Attitude: - Positive about Viet Nam in the past and at present, - Students know how to learn English in right way, - Ss are interested in doing exercises, - Ss are interested talking about Viet Nam in the past and at present. III. Competences: - Co-operation: work in pairs, groups, teams, - Self- study: work individually, - Using language to talk about emotions and feelings, - Using language to talk about Viet Nam in the past and at present. B. PREPARATION 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks C. PROCEDURE
19. I. Warm up: Chatting II. New lesson: READING 1.Activity 1: Work in pairs to answer the following questions: - Ask Ss to look at the two pictures and discuss the questions. Elicit the answers from Ss. Give Ss two minutes to skim the article and compare their answers with the information in the article Suggested answers: - The first picture show an old tram. The second picture shows a modern train. - The tram would have been seen in a town or city. These trains can be seen nowadays in big, modern cities. - They are different in many ways: + the first has fewer compartments (two or three) than the second (four). + the first runs much more slowly. + the first is not air - conditioned while the second is. + the first runs along tracks on the ground at street, level, while the second runs on elevated tracks. + the first was powered by overhead electricity wires, while the second runs on electromagnetics. 2. Activity 2: Read the article from a travel magazine. then answer the questions that follow. - Have Ss read the article to answers the questions in pairs. Ask some Ss to share their answers. Key: 1. In the 20h century
20. 2. It was a major means of transport for Hanoians 3. In 1990 4. The population has increases dramatically 5. New rail systems including a skytrain and a subway are under way 6. (Students' own opinions). 3. Activity 3: Decide if the following statements are true or false - Ask Ss to work individually. Remind them to pay attention to key words in each statement. Then allow them to share answers before checking as a class. Ask them to explain why some statements are false Key: 1. F 2. T 3. F 4.T 5. F SPEAKING: 4. Activity 4: Work in pairs. List different types of traditional and modern transport systems in Viet Nam. This can be done as pair-work or as a game. Divide the class into two bid groups. Member of each group take turns to come to the board to add to the list of different types of transport system in Viet Nam. Set a time limit of a few minutes. The group with more words/ phrases wins Suggested answers: Past Present Road types: path, earthen rad, Road types: underpass, flyover, trench, brick road, tunnel, alley, skytrain, system, skywalk tram system. system, cable car, tunnel, alley Vehicles: bicycle, rickshaw, Vehicles: motorbike, bicycle,