Kế hoạch bài dạy Tiếng Anh 6 - Unit 6: Community service - Lesson 1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 6 - Unit 6: Community service - Lesson 1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date : 15/1/2023 Period 55 UNIT SIX: LESSON 1.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - say what public services are near their houses. - listen for specific information about public services. - learn and know how to use new words about public services. 2. Skill: Students can improve Listening and Speaking skills. 3. Attribute: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Community services”. 4. Competencies: - improve the use of language. - develop the ability to communicate and cooperate with their partners, to self-study B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Elicit some interesting information about food in Vietnam and food around the world. 1. What foods are in most Vietnamese dishes? 2. What is the most famous food?.... - Elicit some public services from students II. Presentation:  Activity 1: New words (15’) a. Fill in the blanks. Listen and repeat. - Show the PowerPoint slides/ DCR with the pictures on them to elicit students to the new words. - Ask students to look at the pictures and fill in the blanks with words given. (Exercise a/ p.46).
2. - Have students practice the new words. - Give feedback and correct the errors if necessary. Answers: 1. train station 2. library 3. hospital 4. police station 5. post office 6. bus station b. Say what public services are near your house. There’s a hospital near my house. - Have students use words in sentences. - Have students share their ideas with the class. - Give feedback and evaluation.  Activity 2: Listening (20’) * Pre listening - Set the context for the listening task. - Check if students understand what they are supposed to do. - Have students work in pair to underline the key words and to guess the answer. * While listening a. Listen to two people talking in a hotel in a hotel. Are the speakers friends? YES/ NO (For main idea)
3. - Have students listen by playing the audio once. - Give feedback. => Answer keys: No b. Now, listen and fill in the blanks. - Get students ready for the task. - Play the audio twice. - Have students compare their answers. - Have the whole class check the answers. - Give feedback. * Answer keys: 1. post office 2. train station 3. bus station 4. library III. Consolidation (3’) - Vocabulary related to community services. IV. Homework assigned (3’) - Learn new words about community services. - Write four sentences about community services near their house/ neighborhood. - Do exercises A. New Words in the workbook (page 32) a. Unscramble the words
4. b. Read the sentences and number the pictures. - Prepare: Lesson 1.2 – Grammar (SB – Page 47). ======================================================= ENGLISH 8 planning date: 16/1/2023 Period: 55 UNIT 7: POLLUTION Lesson 1: Getting Started–A project on pollution. I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -understand new words and structures in the dialogue -answer the questions after reading the dialogue . 2. Skills: Drill listening ,speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: Review: conditional sentences type 1 and type 2. III. Teaching aid: lesson plan , visual pictures IV. Procedures Warm – up.( 5’) Fairytale Review the previous before Ss open their books by asking them to take part in a small game. The game stops when time is up. The group with more points wins. Ss work in two big groups A and B. Make a paper ball. Throw the ball to one student in group A and he/ she has to call out one fairytale. If he/ she is right group A gets one point, then he/ she throws the ball to a student in group B. Presentation (10’) Ask Ss if they know any story about the environment or pollution. Write the unit title on the board “pollution”. Ask Ss to call out things which cause pollution, e.g., cars, factories, cows, Now start the lesson. Ask Ss to open their books and look at the picture. Ask them some questions: Who can you see in the picture? Where do you think they are? What can you see in the picture? What do you think the people in the picture are talking about?
5. Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. Vocabulary 1. Dead (adj): chết 2.Aquatic(adj): dưới nước 3.Dump(v/n): ném xuống 4.Poison(v/n) : gây độc/ chất độc 5. Polluted(adj): ô nhiễm 6. To come up with: tìm thấy Practice (22’) 1a Find a word/ phrase that means: Allow them to share answers before discussing as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board. Have Ss look at the Watch out! Box and quickly read the information. Ask them if they know what I can’t believe my eyes means. Then explain to them that this expression means you are very surprised at something you see Key: 1. Dead 2. Aquatic 3. Dump 4. Poison 5. Polluted 6. To come up with 1b Answer the questions. Have Ss read the questions to make sure they understand them. Call on some Ss to write their answers on the board. Check their answers. Key: 1. They are in Mi’s home village. 3. She’s surprised because she sees the fish are dead. 4. It’s dumping poison into the lake. 5. He’s sneezing so much because the air is not clean. 1c Tick (v) T (true) or F (false) or NI (no information). Have Ss read the sentences quickly to make sure they understand them. Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue. Then have some Ss write their answers on the board. Now ask Ss to read the conversation again to check their answers. Confirm the correct answers. Key: 1. F(It’s polluted by the factory).2. T 3. NI 4. T 5. T 2. There are different types of pollution. Write each type under a picture. Have Ss look at the pictures. Ask them what they see in each picture. Now tell Ss that in the box are some types of pollution. Call on some Ss to give their answers and write them on the board.
6. Key: A. Radioactive pollution B. noise pollution C. visual pollution D. Thermal pollution E. Water pollution F. land/ soil pollution G. Light pollution H. air pollution 3. Complete the sentences with the types of pollution. Have Ss read through the sentences to get a general understanding. T may teach some words which T thinks Ss do not know such as contamination. Call on some Ss to stand up and give their answers. Confirm the correct answers. Key: 1. thermal pollution 2. Air pollution 3. radioactive pollution 4. light pollution 5. Water pollution 6. Land/ Soil pollution 7. Noise pollution 8. visual pollution Further practice (5’) 4. Work in groups. Which types of pollution in 3 does your neighbourhood face ? Rank them in order of seriousness. Give reasons for your group’s order. Vote for the group with the best reasons. Organise game for this activity. Ss work in groups of six. In five minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness. They also have to give reasons for their order. Call group representatives to present their group’s order and reasons. Have the class vote for the group with the best reasons. If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types. Ask students to complete all the exercises Homework(3’): Prepare unit 7 lesson 2 Period 56 Planning date: 16/1/2023 UNIT 7: POLLUTION Lesson 2: A Closer look 1 A. AIMS OF THE LESSON: By the end of the lesson, sts will be able to: 1. Knowledge: - Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution.
7. - Pronounce the words ending in “ic” and “al” correctly in isolation and in context. - Vocabulary: poison, contaminate, pollutant, polluted, death, damaged - Grammar: Cause and effect 2. Ability - Students can improve their 2 skills (Main skills: Listening and speaking) - 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 “Pollution” conducted by the teacher. - Students can show their kindness and responsibility to protect environment, love for people and the environment around. B. TEACHING AIDS - Teacher’s aids: student’s book and teacher’s book, class CD, projector/laptop/TV. posters. - Students’ aids: Student’s book, notebook, workbook. C. PROCEDURES: I. Warm up: - Greeting. - Revision. - Have sts call out the types of pollution they have learnt. - Sts work in groups, write it up. - T and sts check. II. Presentation Complete the table with appropriate verbs, nouns and adjectives: - Have sts work in groups of four. - Sts share. - T and sts check and correct. - T and sts check their meanings. Verb Noun Adjective to poison (1) poison poisonous (2) to contaminate contamination/ contaminant contaminated to pollute pollution/ (3) pollutant (4) polluted to die (5) death dead to damage Damage (6) damaged III. Practice.
8. 1. Activity 1: Complete the sentences with the words from the table above: - Have sts work in pairs. - Call some ss to say aloud the answers - T and sts check and correct. Answer keys: 1. poisonous 2. pollutants 3. dead 4. contaminated 5. damage 6. pollute - Have sts read the language box. - T explains the box: +To talk about the cause of something, we use: Because/ since + a clause Because of/ Due to + a noun phrase. + To express the effect of something, we use: So + a clause To cause/ to lead to/ to result in + a noun phrase 1. Activity 2: Read the sentences and decide they are cause or effect: - T asks the Ss to do task 3. - T asks them to compare their answers with their fiends. - T asks some Ss to read their answers. - Some Ss read, the others give the comment. T checks and corrects. 1. People throw litter on the ground. C Many animals eat the litter and E become sick. 2. Ships spill oil in oceans and rivers. Many aquatic animals and C E plants die. C E 3. Household dump waste into the river. It is polluted. 4. Their children have birth defects. E The parents were exposed to C radiation. C 5. We can’t see the stars at night. E There is too much light pollution. - Have sts combine the sentences, using the words/ phrases in the brackets: - Ask ss to work in pairs . - Get some ss to call out the whole sentence - T and sts check and correct. Answer keys: 2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants. 3. Household dump waste into the river so it is polluted.
9. 4. Since the parents were exposed to radiation, their children have birth defects. 5. We can’t see the stars at night due to the light pollution. Activity 3: Pronunciation: Stress in words ending in - ic and - al: * T explains the box - The suffix -ic changes the stress of the word Stress the syllable immediately before the suffix. atom/ atomic history/ historic, - The suffix -al does not change the stress of its word. Music/ musical logic/ logical nation/ national, *Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable. Economy/ economic/ economical. * Have sts do exercise 5,6. - Sts practice individually. - Sts listen to check and correct - Call some ss to say aloud the asnwers. IV. Production: Writing. Give as many sentences as possible to show cause/ effect relationships: - Have sts work in groups. - Sts work in groups, try to make as many sentences as possible. - SS exchange their answers - T corrects and give marks. - Call some ss in each group to say aloud their sentence. Suggested answers: 1. People cough because they breathe in the fumes from cars. - The fumes from cars make people cough. 2. The soil is polluted, so plants can’t grow. 3. We won’t have fresh water to drink because of water pollution. 4. We plant trees, so we can have fresh air. Homework: - Learn by heart the grammar point. - Do exercise part B and prepare “A Closer Look 2” LESSON PLAN 9: Sunday, January 17th , 2023 Unit 7: RECIPES AND EATING HABITS Period: 55. Lesson 1: Getting started. My favourite salad I. OBJECTIVE: By the end of the lesson, students can: - use the lexical items related to making a prawn salad - listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad
10. - Learn some more famous dishes of some countries in the world 1. Knowledge: - Vocabulary: lexical items related to making a prawn salad - Grammar: Giving instruction 2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: 1. Warmer: - Greeting. - Have sts do the quiz in part 4. - Sts work in groups. 2. New lesson: I. PRESENTATION - Have sts check the information by listening and reading the dialogue. - Have sts listen twice. - Sts listen. - Have sts read the dialogue again. - Sts read themselves. - T explains some new words. 1. Vocabulary: - (n) prawn: tôm pan đa - (n) celery: cần tây - (n) spring onion: hành tươi - (n) starter: món khai vị - (n) versatile: đa dụng - (v) drain: làm ráo nước - (v) peel: lột vỏ - (v) chop: chặt bổ - (v) starve: thèm, đói - v) mix: trộn *Activity 1: Find all the words related to the topic of food in the conversation. Put them in the word webs.
11. - Have sts read the conversation again to do the task. - Sts work in groups - T and sts check and correct. Example: +. Ingredients: prawn/ celery/ spring onion/ mayonnaise/ lemon juice/ salt/ pepper/ +. Preparing and cooking: wash/ boil/ serve/ put/ add/ drain/ peel/ chop/ combine/ mix/ II. Practice *Activity 2: Answer the questions. - Have sts read questions then the conversation again to find the answers. - Have sts ask and answer in pairs. - T and sts check and correct. *Answer keys: 1. Nick’s Mum does. 2. Because it is simple but delicious. 3. They are popular in the summertime. 4. They are versatile and she can put anything in a salad. 5. Nick’s Mum: boil the prawns then drain them, mix the salad. Nick: Get the bowl, wash the celery, peel the prawns. Mi: wash the spring onions, chop the celery and spring onions. 6. He said “I’m starving.” *Activity 3: Write the names of each dish under the pictures. - Have sts work in pairs. - Sts work in pairs. - T and sts check and correct, - T models. - Sts chorus. *Answer keys: A. cobb salad B. sushi C. steak pie D. fajitas E. lasagne F. mango sticky rice G. beef noodle soup H. curry *Activity 4: Discuss. Which country from the box is associated with each dish. - Have sts work in pairs. - Sts discuss. - Sts share. - T and sts check and correct. *Answer keys: A. The USA B. Japan C. The UK D. Mexico E. Italy F. Thailand G. Viet Nam H. India III. Production *Activity 5: Fill each blank with the name of the dish above.
12. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. Lasagne 2. curry 3. steak pie 4. Fajitas 5. sushi III. Homework: - Learn by heart vocabulary. - Do exercise B 1, 5, 6 (P. 4/ 5/ 6) . - Prepare “ A Closer Look 1”./. Sunday, January 17th, 2023 Unit 7: RECIPES AND EATING HABITS Period 56. Lesson 2: A closer look 1 I. OBJECTIVE: : By the end of the lesson, students can: - learn some more words related cooking verbs - remember the instructions on how to make a pizza - Identify the tone in statements used as questions and say these sentences correctly. 1. Knowledge: - Vocabulary: words related to cooking verbs and making a pizza - Grammar: Imperative 2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: 1. Warmer: - Greeting.
13. - Have sts write the words on preparing and cooking the food they know in groups. 2. New lesson: I. PRESENTION A. Vocabulary: *Activity 1: Write a food preparation verb from the box under each picture. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. - T and sts check their Vietnamese meanings. *Answer keys: A. chop: chặt, đốn, bổ, chẻ B. slice: thái lát, lạng C. grate: mài, xát, nạo D. marinate: ướp (bằng nước ướp) E. whisk: đánh (trứng, kem) F. dip: nhúng, ngâm, dìm G. sprinkle: rải, rắc, rưới, tưới H. spread: trải ra, phết, truyền đi, tản ra *Activity 2: Complete the sentences with the correct form of the verbs in 1. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. chop – slice 4. whisk 2. grate – sprinkle 5. Dip 3. Marinate 6. spread *Activity 3: Match each cooking verbs with their definitions. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. g xào 2. f rán ngập mỡ 3. h quay 4. c nướng vỉ 5. e nướng bằng lò 6. a hấp 7. d hầm 8. b om
14. *Activity 4: Complete the instructions with the verbs in 1 and 3. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. Chop 2. Grate 3. Spread 4. Sprinkle 5. Spread 6. Bake B. Pronunciation: Tones in statements used as questions To check that the information we have is correct. Remember to go up our voice at the end. *Activity 5: Listen to the conversations. Draw or at the end of each line. - Have sts listen and draw the tones. - Sts do themselves. - Sts share. - T and sts check and correct. - Sts practice in pairs. III. Homework: - Learn by heart vocabulary. - Do exercise A 2. B 2, 3, 4 (P.4/ 5). - Prepare “ A Closer Look 2”./.