Kế hoạch bài dạy Tiếng Anh 6 - Unit 5: Around town - Lesson 1.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 6 - Unit 5: Around town - Lesson 1.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. LESSON PLAN: 6 Planning date:18/12/2022 Period 43. UNIT 5: Around town LESSON 1.3: Pronunciation+ Speaking (page 40) I. AIMS OF THE LESSON. A. OBJECTIVES 1. Knowledge. - By the end of the lesson, students will be able to: - know how to pronounce “Do you have......?” /dʓэhӕv/ - Buy clothes in clothing store. - Use demonstrative and object pronoun. 2. Competence: - Communication, ability to use language. - Self-learning capacity. - Creative capacity. 3. Quality: hardworking, responsible and honest. 4. Skills: - Students can improve their skills: Listening and Speaking. B. TEACHING AIDS: Ss’ books, textbook, projector, loudspeaker. C. PROCEDURES Warm up: Labeling the pictures - T shows the pictures of some kinds of clothes. ( individual) 1 2 3 4 5 6
2. I. Presentation Activity1: -T shows example sentences to class, have st speak loudly ( Do you have ..?) -T lets st listen and recorgnize the difference (b/page 40) -T has st listen and repeat Activity 2 : Listen and cross one out (c/ page 40) -St listen and repeat. -St practice reading the sentences with partners. Key: sentence: Do you have this shirt in pink? Further practice: -T gives some sentences for st to practice. -Some st read loudly II. Practice ( Practice the conversation, swap roles and repeat ) Activity 1: Reading – play role -A pair of st play role and read aloud the conversation. -T asks st to underline some words can be replaced. -A pair st replace the underlined words with words given as model. -Have st practice in pairs. Role play the conversation. -This shirt– these jeans- Blue/ black- It in a medium size– them in extra large size- Is it–are they-It is–they are - Some pairs make conversations with their own ideas, then present in front of class. T corrects st’s pronunciation if necessary. Activity 2: Speaking – clothes shopping -T reviews types of clothes, sizes, colors.
3. - Have st practice ask and answer about the three things they want to buy ( ask about the size and the colour) - Have st work in pairs , share their ideas. - Some st present in front of the class -T checks, corrects or give feedback. - Swap roles and do the same as the one before. III. Production Option 1: Discussion -St practice in groups, talk about the items they bought: the size, the color, and the mount of money the spent. -Some pairs present in front of the class. Opition 2: Speaking ( Chain game) - Students talk about the items they have. Example: St1: I have a shirt in white, St2: I have a shirt in white, and black pants in medium size. St3: I have a shirt in white, black pants in medium size and .. IV. Home work Guide students to do the tasks assigned. - Teacher guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the next lesson. - Students : + learn new words, do exercises in workbook and practise reading Do you have....?, write a conversation in which include two items that they want to buy. + prepare for the new lesson.
4. Planning date; 19/12/2022 Period 44 UNIT 5: AROUND TOWN Lesson 2.1: New words and reading-page 41 A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - talk about food and drink. - use lexical items related to food and drink to order them in a restaurant. 2. Competence: Communication, Co- operation, Self – learning capacity, Creative capacity. 3. Quality: studious, responsible and honest. 4. Skills: Speaking and Reading. 5.Grammar points: use “ What would you like? I’d like a/an/some...”, Vocabulary: order,desert, menu, tip, cupcake, pasta, check, change. B. TEACHING AIDS: Textbook, pictures, flashcards, projector... C. PROCEDURES Warm up: Song : “Eat and drink all day long” Eat, eat, drink, drink all day long Eat, eat, drink, drink all day long I eat and drink and I sing this song Eat and drink all day long ........................................... - T shows the clip to brainstorm the theme of the lesson. -T and st sing along and greet together. - T asks st some questions about the clip: What the song is about? (- about food and drink)
5. What food and drink do you see? (-bread, butter, icecream ) What food and dink do you like? (- I like ..) - T shows some kinds of food and drink, then leads to new lesson. I. Presentation: New words: Menu (n): (picture) Order(v): picture Pasta(n): (picture) Dessert (n): ( Explanation) Change(n): (realia) Tip (n): (Explanation) -Have st listen and repeat each new word (chorally- individually) - Correct st’s pronunciation if necessary. Activity 1:( checking new words) -T shows a menu of a restaurant, st circle words they have just learnt. - T gives feedback. Activity 2:( Matching) - Have st look and match the words with the pictures - T gets the anwers from students, checks and gives feedback Activity 3:( Ask and anwer) 1. What food do you often order in a restaurant? - I often order . 2. Do you often have for dessert? - I often have . - Ask st to practice in pairs - Some pairs present in front of the class. II. Practice Activity 1:
6. T shows the dialogue, introduces Ben and Jane, asks st to guess if they enjoy the meal ( yes/no) - Have st practice in pairs, read then answer the question ( how do you know?) Activity 2: (Stick the things they ordered) (using flashcards) -T explains how to do the task. Aks st to work in pairs. Answer: chicken pasta; hamburger; orange juice; cola; ice cream; cupcake III. Production Option 1: Interview. - T elicts the way to use “ would like” - Have st ask and answer by using the strcture , then some pairs present. - Example: St1: What would you like to eat? St2: I’d like some . St1: Would you like some orang juice? St2: No I don’t. I’d like to drink coke. Option 2: Speaking. -St work in four groups. -T gives out hand-out to group, st look at the menu choose the food they like, then make order to another group. Some st share their ideas to the class. IV. Homework
7. - Learn by heart new words - Write about the food and drink you would like to eat or drink. - Prepare new lesson. Planning date: 19/12/2022 Period 45 UNIT 5: AROUND TOWN Lesson 2.2 (Page 42) - Grammar A. AIMS OF THE LESSON By the end of the lesson, Ss will be able to 1. Knowledge - Understand Countable and Uncountable nouns - Apply quantifiers ( a/an/some/any ) to talk about food and drinks. 2. Ability Students can improve their grammar in use. Students can develop their communication skill, creativity, cooperation, self- studying and problem solving 3. Quality - Have positive attitude in English language learning so that they actively participate in all classroom activities - Order food and drinks in a restaurant politely B. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts C. PROCEDURE I. Warm up : Option 1 ODD ONE OUT Give some set of words (4 words for each set) - Ss do the task: odd one out (find a word which is different from the other three) Students from 3 groups take turn to write down on the board.
8. - The winner is the one with more correct answers. - Give feedback Odd one out Answer keys 1. chocolate (not a drink) 2. phở (a Vietnamese food – not a foreign food) 3. potato (not a fruit) 4. cheese (not made from flour)5. spaghetti (not a dessert)  Option 2: Food around the world - Ss observe a food map (show on the screen or give handouts) Ss look at the food map and match food with countries Food: Dim sum, tacos, sushi, cheese burger, pad thai Countries: Thailand, Japan, Mexico, China, The USA - work Sin small groups give answers - Check answers as a whole class Answer keys Dim sum – China; Tacos – Mexico; Sushi – Japan; Cheeseburger – The USA;Pad thai – Thailand II. Presentation Activities 1: Grammar:Countable and Uncountable nouns; quantifiers a. Listen and repeat
9. - Ss look at the picture - Play the audio (CD1 – Track 61), Ss listen and read the speech bubbles - Play the audio again and Ss listen and repeat b.Grammar - Ss read the Grammar box SS make comments on the black bold quantifiers in the examples - Make explicit: Countable and Uncountable nouns; quantifiers Countable nouns refer to items that can be counted, even if the number might be extraordinarily high (like counting all the people in the world, for example). Countable nouns can be used with articles such as a/an and the or quantifiers such as a few and many Uncountable nouns are nouns that come in a state or quantity that is impossible to count; liquids are uncountable, as are things that act like liquids (sand, air). Abstract ideas like creativity or courage are also uncountable. Uncountable nouns are always considered to be singular, and can stand alone or be used with some, any, a little, and much. - Ss read the sentences aloud III. Practice 1.Fill in the blanks, using a, an, some, any - Use the example to demonstrate this activity - Ss use a, an, some, any to fill in the blanks, draw attention to the countable and uncountable nouns
10. - Pairs check each other’s work - Have Ss read their answers with the class - Check answers as a whole class 2. Look at Alice and Nick and complete the dialogue - Demonstrate the activity, using the example - Ss look at the picture of Alice and Nick, read the bubbles - Ss complete the dialogue-using the information from the picture - Go round and give help if necessary - Call Ss to write answers on the board - Check and correct Ss’ answers IV. Production: Practice the conversation with your partner  Option 1: - Ss practice the conversation in pairs. - Ss demonstrate the activity in front of the class - Give feedback and evaluation  Option 2: - Follow the same steps as option 1 - Give an extra activity: Have Ss practice the conversation-using their own ideas - Remind Ss to use the food and drinks they know in the warm up activity. - Ss demonstrate the activity in front of the class - Give feedback and evaluation *. Consolidation
11. * Countable and uncountable nouns, quantifiers 1. A is used with singular countable nouns that begin with a consonant. 2. An is used with singular countable nouns that begin with a vowel. 3. Some can be used with plural countable nouns and uncountable nouns. Some is usually used in positive statements. 4. Any is usually used for plural countable nouns and uncountable nouns in questions and negative statements. V. Homework - Practice ordering food in a restaurant with a friend. - Do exercises in WB: Lesson 2 - Writing (page 29). - Prepare: Lesson 2 – Pronunciation and Speaking (page 43 – SB). LESSON PLAN 8: Planning date: 18/12/2022 Period 43 Unit 6 : FOLK TALES Lesson 2 : A closer look 1 A. AIMS OF THE LESSON I. Knowledge - use vocabulary related to the topic “Folk tales” - using intonation in exclamatory II. Ability: - Students can improve their vocabulary improve listening, reading and speaking skill. - Students can develop their communication, ability to use language, self-study, co-operation. 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 Presentation
12. *Warm up: Chatting Ss work in pairs: - What ‘s the name of story do you like most? - What kind of story is it? - Who are the main character? - What ‘s it about? I. Vocabulary Activity 1: Matching - T ask sts to read the characters in the box and match them with the suitable pictures. - asks Ss to work in groups then compare with their partner - Asks them to give the answers - Compare the answers with their friends’ on the board then give the correct answers 1. G 2. C 3. E 4. B 5. H 6. A 7. D 8. F Activity 2: Match the adjectives with the pictures - T ask sss to work in groups 1. G 2. F 3. A 4. E 5. B 6. C 7. H 8. D II Practice Activity 1: Complete the table - T divides class into 2 team - Have them to complete the table - ask ss to write the correct answers on the board Activity 2: Ball games - Ask Ss to work in pairs to use the adjs in a to describe characters in one of their favorite folk tales. ( b) - Teacher makes example sentences with these words. - T through a ball to a student, Ss to reads their sentences and then through to another student Activity 3: Listen and repeat - Ask Ss to read out the sentences first - Read the words silently - Ask them to listen and repeat the recording, pay attention to the intonation of each sentence. - Listen and repeat the words they hear - Call some sts to read the words they hear aloud - Read aloud the words
13. - Correct their pronunciation Activity 4: Practises these sentences -Asks Ss to read the sentences in pairs. - Calls some ss to practice before the class. - Asks them to listen and repeat the recording, pay attention to the intonation of each sentence. - T correct their pronunciation. III. Production - T asks Ss to make sentences using words they have learnt - Ss make sentences using words they have learnt - T corrects and remarks IV Homework - Practice vocabulary and pronunciation again. - Prepare: A closer look 2 Planning date: 19/12/2022 Period 44 UNIT 6: FOLK TALES. Lesson 3: A closer look 2 A. AIMS OF THE LESSON: By the end of the lesson, ss will be able to know I. Knowledge - how to use the grammar points correctly: Past continuous & Past simple. - use the lexical items related to languages and language use and learning. II. Ability: - Students can improve their grammar, improve their speaking and writing - Students can develop their character: honesty, responsibility; communication, ability to use language, self-study, co-operation. - distinguish the differences between the past tense and the past continuous 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.
14. C. PROCEDURES I. Warm up : Chatting - What did you do yesterday? - What did you do last Sunday? - What were you doing at 8 pm yesterday? - What were you doing at 9 am last Sunday? II. Presentation Activity 1: Past continuous. - Asks Ss to read this sentence from the conversation in GETTING STARTED. Do you remember when we use past continuous tense - Ask Ss to study part of the conversation. - Draw Ss’ attention to how the past continuous are formed and used by analyzing the underlined part of the sentence. - Asks ss to give the form and use . a. Form: (-) Positive: S + were/ was + V-ing (+) Negative: S + weren’t/ wasn’t + V-ing (?) Questions: Were/ Was + S + V-ing ? * Short answers: (+) Yes, S + were/ was. (-) No, S + weren’t/ wasn’t. b. Use - To describe an action that was in progress at a stated time in the past. Ex: At 6 pm yesterday, I was cooking. - To describe an action that was in progress when another shorter action happened. (this shorter action is expressed by the simple past.) Ex: When she phoned me last night, I was sleeping. She phoned me last night while I was sleeping. (Show picture 1b p.61) III. Practice Activity 1: Verbs form - Ask Ss to do the grammar exercise individually. - Then have Ss compare their answers in pairs before checking with the whole class. Activity 2: a. Describing the pictures
15. T: Ask Ss to do this exercise individually S: Do individually then compare the answers with their partner b. Ask and answer: T models with one able student. Then, ask ss to practice in pairs. T goes around the class to provide help. Call some pairs to practice in front of the class. Activity 3: Write the correct form of the verbs: T: Ask Ss to work individually. Ask them to look at the grammar box and the Look out! box S: do the exercise and compare the answers in pairs before checking with the whole class. Activities 4: Complete the fable with the correct form of the verbs: - Ask Ss to do this exercise individually - Asks ss do individually then compare the answers with their partner - Call some sts to write the answers on the board - Call others to remark then give right answers IV. Production - Have ss discuss the questions the question in pairs. - Asks some pairs to give the answers to the whole class. - T gives some comments and invite comments from ss. - Have ss remind the usage and form past simple and past continuous tenses and some linking verbs (When/While) V. Homework - Learn by heart all the structures -Do exercises in Work book - Prepare: Communication Planning date: 19/12/2022 Period 45 UNIT 6: FOLK TALES. Lesson 4: Communication A. AIMS OF THE LESSON: By the end of the lesson, ss will be able to know I. Knowledge - to use the functional language in everyday life contexts. - express their owns views about folk tale by writing an ending for the fairy folk tales II. Ability:
16. - Students can improve their vocabulary (extra words related to the topic) their grammar (Past continuous & Past simple) improve their 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: Kim’s game: - T divides the class into two groups. - T shows ss pictures with characters in the folk tales and asks ss to have a quick look, then write on the board. - The group has more words will win the game. Fai ry Characters in the folk tale II. Pre - speaking Activity 1: Pre - question - What fairy tales did you like to read when you were very little? - How fairy tales are structured? Today, we are going to do some activities with a fairy tale. Please think of what information is normally at the beginning, in the middle, and at the end of a fairy tale. Activity 1: Matching - Ask ss to work in pairs and match the words with their meanings A B - granny (n) to cry or say something loudly and usually on a high note - scream (n) grandmother
17. - swallow (v) to cause food/ drink to pass the mouth into the stomach III. While – speaking Activity 1: Labeling - T asks ss work in groups - give each groups the part of the fairy - aks ss to read and label on the board in order - T confirms the correct answers. - Which group has more correct words will win - T asks ss to make one sentences with each picture (if time allows) 1.h 2. a 3.e 4.f 5.d 6.c 7.b 8.g IV. Post - speaking Activity 1: Retell the fairy tale: - Ask ss to work in group of six, in turn retelling the fairy tale to the group member in their own words. - Set a three-minute time limit per story and have one group member keep time. - Then they can choose the best storyteller in their group. Activity 2: Speaking - Ask ss to work in groups, discussing and writing an ending for the fairy tale. - Encourage then to have fun and be creative. - Choose a student from each group to present the ending to the whole class. - After each student has finished, invite some comment from ss in other groups. - T makes some comments and corrects Ss’ mistakes if there are any. - Have ss vote for the best fairy tale ending. - Give your opinions about cooking, collecting stamps, collecting glass bottles, watching TV and gardening V. Homework - Retell the folktale - Write a paragraph about your favorite tales LESSON PLAN 8: PLANNING DATE: 18/12/2022 Period 43
18. UNIT 6: VIET NAM: THEN AND NOW Lesson 2: A CLOSER LOOK 1 A. Objective: By the end of the lesson students will be able to: 1. Knowledge - Use some lexical items related to changes in transport systems, family groups and school life in Viet Nam in the past and present. - Identify in which situations to stress all words in sentences and say these sentences correctly a. Vocabulary: related to means of transport and family b. Grammar: simple tenses. Passive voice c. Pronunciation: stress all words in sentences 2. Skills: matching words, choosing the correct words, making sentences, completing the paragraph, listening and repeating. 3. Attitude: Ss will be more responsible for their life 4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs,( TV)Projector - Students’ aids: Student books, notebooks, workbooks. C. Procedures: I. Warm up: Networks Adjectives to describe changes - Ss work in 2 teams. - Ss take turn to write the adjectives to describe changes on the board. - Limited time. - Award extra points for team who write more correct adjectives. II. New lesson: VOCABULARY
19. 1. Activity 1: Put one word under each picture: - Have Ss turn to the book and work in pairs to label the pictures. Then ask them to briefly describe those pictures. Check the answers as a class. Then ask Ss: - Have you even tried one of these means of transport or road systems? - How do you feel about using each of these means of transport or road systems? Key: 1. tram 2. flyover 3. elevated walkway 4. skytrain 5. underpass 6. tunnel 2. Activity 2: Fill in each blank with a suitable word from 1 making them plural where necessary - Have Ss work individually to fill in the blanks. Allow them to share answers with a partner before checking as a class Key: 1. tunnel 2. elevated walkway 3. flyover 4. skytrain 5. underpass 6. tunnel 3. Activity 3: Match each word/ phrase in the left column with the meaning in the right one: - Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class Key: 1. f 2. b 3. e 4. d 5. c 6. a - Ask the class these questions and ask for a show of hands: - Who lives in an extended family? - Who lives in a nuclear family? - Now ask individual Ss. - Can any of these adjectives be used to describe your father/ mother/sister/brother?
20. - Ask more able Ss to give a quick example to illustrate their answers, e.g. My father is tolerant. He always lets us watch what we like on TV. 4. Activity 4: Fill in each gap with a word/phrase in 3: - Have Ss work individually to complete the sentences. Have them compare their answer in pairs. Afterwards, check Ss' answers as a class Key: 1. extended family 2. sympathetic 3. obedient 4. tolerant 5. nuclear family 6. cooperative III.PRONUNCIATION: Stress on all the words in sentences - Have Ss silently read the information and the examples in the box. Ask some Ss to summarise the rule and read out the examples in the box or to give their own examples. 5. Activity 5: Write each sentence in the box next to its pattern. Then listen, check and repeat. - Ss write the sentences next to the patterns individually, then compare their answers in pairs. Ask some Ss to give the answers and quickly write them on the board. Pay the recording for Ss to check their answers. Have the whole class repeat chorally after the recording or after the T. Key: 1. OO - I know ! That long ? Don't cry ! 2. OoO - Go away ! 3. Ooo - Keep going ! 4. OOO - Don't turn left ! IV PRODUCTION Activity 6: What would you say in each situation? Make a sentence for each picture. Write a stress pattern under the picture. Then practice reading all the sentences aloud