Kế hoạch bài học Tiếng Anh 6 - Tuần 11, Tiết 30: Practice test - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 11, Tiết 30: Practice test - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date :20-11-2022 Period 30 PRACTICE TEST – MIDTERM TEST A. OBJECTIVES: - By the end of the 1st Mid-Term Test, students will be able to: 1. Knowledge. - Apply all their receptive knowledge and all 4 skills learnt from Unit 1 to Unit 3 (Unit 1: Home, Unit 2: School, Unit 3: Friends) to solve all the from easy to difficult tasks assessed by the teacher. 2. Competence: - Students are able to actively show their test preparation and develop test - taking skills. (be well prepared, activate and integrate their 4 skills in completing the provided tasks .) - Students can improve their problem solving skills. 3. Attributes: - Students have positive attitude in taking the test assessed by the teacher. - Students can strictly follow exam rules, show their honesty, self-esteem, partner’s assistance. II. TEACHING EQUIPMENT AND TEST MATERIALS. - Photocopied test sheets, tapescripts, speakers. III. PROCEDURES A. Matrix of the test. MÔN: TIẾNG ANH LỚP 6 – THỜI GIAN LÀM BÀI: 60 PHÚT Mức độ nhận thức Tổng Vận dụng Nhận biết Thông hiểu Vận dụng cao Thờ Thời T Kĩ năng Thời i Thời gian T Tỉ Thời Tỉ lệ gian Tỉ lệ gia Tỉ lệ gian Tỉ lệ (phút) lệ gian (%) (phú (%) n (%) (phú (%) (%) (phút) t) (ph t) út) 1 Listenin 15 8 10 6 25 14 g 2 Langua 7.5 4 7.5 4 10 7 25 15 ge 3 Reading 12.5 7 10 6 2.5 2 25 15 4 Writing 5 3 2.5 2 7.5 5 10 6 25 16 Tổng 40 22 30 18 20 14 10 6 100 60 Tỉ lệ (%) 40 30 20 10 Tỉ lệ chung 70 30 100 (%) Lưu ý: - Thời gian mang tính đề xuất, cán bộ ra đề tham khảo để lựa chọn số câu hỏi cho phù hợp với thời gian ấn định của bài kiểm tra.
2. - Tỉ lệ mức độ nhận thức mang tính đề xuất. - Tỉ lệ giữa các kỹ năng và kiến thức ngôn ngữ có thể điều chỉnh trong khoảng 5%. - Tỉ lệ được tính dựa trên điểm số, không tính trên số lượng câu hỏi. - Tỉ lệ giữa câu trắc nghiệm khách quan và câu tự luận là tương đối, có thể điều chỉnh theo điều kiện thực tế. B. BẢNG MÔ TẢ KĨ THUẬT ĐỀ KIỂM TRA GIỮA KỲ I MÔN: TIẾNG ANH 6 – THỜI GIAN LÀM BÀI: 60 PHÚT Unit 1: Home, Unit 2: School, Unit 3: Friends Số câu hỏi theo mức độ nhận thức Mức độ kiến Tổng Vận T Kĩ Đơn vị kiến thức, kĩ năng Nhận Thôn Vận Số CH dụng T năng thức/kỹ năng cần kiểm tra, biết g hiểu dụng đánh giá cao T T T TN TL TN TN TN TL TL L L N I. 1. Nghe một Nhận biết: đoạn hội thoại Nghe lấy thông trong 1.5 phút tin chi tiết về 3 3 LISTE (khoảng 80 – một trong các NING 100 từ) để chọn chủ đề đã học. đáp án đúng/sai. Thông hiểu: Unit 1: Home Hiểu nội dung Unit 2: School chính của đoạn 2 2 Unit 3: Friends hội thoại để tìm câu trả lời đúng. 2. Nghe một Nhận biết: đoạn hội thoại Nghe lấy thông 3 3 khoảng 1.5 phút tin chi tiết. (khoảng 80 – 100 từ) chọn đáp Thông hiểu: án đúng A, B, C, Hiểu nội dung D. chính của đoạn 2 2 Unit 1: Home hội thoại để tìm Unit 2: School câu trả lời đúng. Unit 3: Friends II. LAN Pronunciation Nhận biết: GUA Nguyên âm đơn, Nhận biết các GE phụ âm âm thông qua 2 2 /s/ các từ vựng theo /ɑː/ chủ đề đã học. Vocabulary Thông hiểu: Từ vựng đã học - Hiểu và phân theo chủ đề. biệt được các từ 3 3 Unit 1: Home vựng theo chủ Unit 2: School đề đã học.
3. Unit 3: Friends - Nắm được các mối liên kết và kết hợp của từ trong bối cảnh và ngữ cảnh tương ứng. Vận dụng: - Hiểu và vận dụng được từ vựng đã học trong văn cảnh (danh từ, động từ, tính từ và trạng từ ) Nhận biết: Nhận ra được Grammar các kiến thức 1 1 Các chủ điểm ngữ pháp đã ngữ pháp đã học. học. Thông hiểu: Prepositions of Hiểu và phân place biệt các chủ Present điểm ngữ pháp continuous đã học. Language Vận dụng: function: - Vận dụng Asking about những điểm ngữ 4 4 appearance pháp đã học vào bài viết/ nói/ nghe/ đọc. III REA 1. Cloze test Nhận biết: . DIN (Guided cloze) Nhận ra được G Hiểu được bài các thành tố đọc có độ dài ngôn ngữ và liên 3 3 khoảng 80-100 kết về mặt văn từ về các chủ bản. điểm đã học, chọn đáp án Thông hiểu: đúng A, B, C, D Phân biệt được điền vào chỗ các đặc trưng, trống. đặc điểm các 2 2 Unit 1: Home thành tố ngôn Unit 2: School ngữ và liên kết Unit 3: Friends về mặt văn bản. 2. Reading comprehension Nhận biết: 2 2 Đọc hiểu được Thông tin chi
4. nội dung chính tiết. và nội dung chi tiết đoạn văn Thông hiểu: bản có độ dài Hiểu ý chính 1 1 1 1 khoảng 100-120 của bài đọc. từ về chủ điểm đã học, chọn đáp Vận dụng: án A, B, C, D và - Hiểu, phân trả lời câu hỏi. tích, tổng hợp ý Unit 1: Home 1 1 chính của bài để Unit 2: School chọn câu trả lời Unit 3: Friends phù hợp. IV WRI 1. Error . TIN identification Nhận biết: G Xác định lỗi sai Nhận diện lỗi về 2 1 3 Present simple ngữ pháp và từ There is/ There loại trong câu. are 2. Sentence transformation Viết lại câu sao Vận dụng: cho nghĩa không Hiểu câu gốc và đổi sử dụng các từ Appearance gợi ý để viết lại 3 3 adjectives câu sao cho There is/are  nghĩa không have/ has thay đổi. Prepositions of place 3. Write an e- Vận dụng cao: mail to friend Sử dụng câu hỏi describing a gợi ý để viết 4 4 new school. thành e-mail Unit 2: School hoàn chỉnh. Tổng: 40 3 16 11 1 7 1 4 6 câu 4 PRACTICE TEST – MIDTERM TEST PART A: LISTENING Question I: (1.25pts) Listen to the dialogue between Linda and Tom. Decide if the statements are true (T) or false (F). Circle T or F. You will listen TWICE. 1. They put the TV in the bedroom. (TH) T F 2. The sofa is in front of the TV. (NB) T F 3. The pictures are about football. (NB) T F 4. Linda wants to read some books before sleeping (NB) T F 5. Tom doesn’t like where Linda’ll put the lamp. (TH) T F
5. Question II: (1.25pts) Listen to the conversation between Mai and Kevin. Circle the best answer A, B, C, or D. You will listen TWICE. 1. What do Mai and Kevin talk about? (TH) A. Their favourite teachers B. Their favourite subjects C. Subjects they have at school D. Their favourite sports 2. What subject does Mai have on Wednesday afternoon? (NB) A. English B. Maths C. Science D. Music 3. Why doesn't Kevin like history? (TH) A. It's boring. B. It's on Wednesday. C. It's difficult. D. It’s too easy. 4. Why does Kevin like science? (NB) A. It's easier than history. B. He wants to be a scientist. C. The teacher is nice to him. D. It gives him knowledge about the world. 5. What does Kevin like most about Ms. Robinson? (NB) A. She is creative and funny. B. She is humorous. C. She doesn't give much homework. D. She is kind and generous. PART B: LANGUAGE FOCUS Question I: (0.5pts) Choose the word with a different way of pronunciation in the underlined part. Circle A, B, C or D. 1. A. books B. keys C. pots D. lamps (NB) 2 A. smart B. art C. want D. class (NB) Question II: (2pts) Mark the letter A, B, C, D on your answer sheet to indicate the best answer to each of the following questions. 1. During __________ we often play many games in the playground. (vocab – TH) A. break time B. gym time C. class time D. lunch time 2. He is _________. He likes meeting new people. (vocab – TH) A. friendly B. friend C. friendship D. unfriendly 3. __________ is my favourite subject. I like learning about how light and sound work among many other things. (vocab – VD) A. Maths B. Computer science C. Literature D. Physics 4. She is very _______ She pays attention to what she’s doing. (vocab – VD) A. creative B. clever C. active D. careful 5. My sister ________ a sandwich at present. (Gram – NB) A. doesn’t make B. don’t make C. isn’t making D. aren’t making 6.When I do the _________ , my little sister helps me put it in the washing machine. A. dishes B. laundry C. cooking D. shopping 7. Tom: “There is a baseball game tonight.” Paul: “________” A. Don’t love it. B. Great. Let’s go. C. I’m not a fan of hers. D. Thanks. I’d love to. 8. John: “Why don’t you sign up for the drama club?” Mary: “________”
6. A. Yes of course. B. No,thanks. C. Good idea. D. Not at all. PART C: READING Question I: (1.25pts) Read the passage and choose the best answer to fill in the blank. I live in a house near the sea. It is (1) ___old house, about 100 years old and it’s very small. There are two bed rooms upstairs but no bathroom. The bathroom is down stairs next to the kitchen and there (2) .__ a living room where there is a lovely old fire place. There is a garden in the house. The garden (3) _............._down to the beach and in spring and summer there are flowers everywhere. I like being alone (4) .............my dog, Rack, but we have a lot of visitors. My city friends often stay with me. I love my house for (5) __reasons: the garden, the flowers in summer, but the best thing is the view from my bedroom window. 1. A. a B. an C. one D. the NB 2. A. is B. are C. be D. aren’t NB 3. A. went B. going C. go D. goes NB 4. A. for B. of C. with D. out TH 5. A. a lot B. many C. much D. any TH Question II: (1.25pts) Read the letter and do the following tasks. Hi Nick, It’s great to hear from you. I want to tell you about grandma. She is my best friend. She’s 54 years old. She lives with our family. She is a maths teacher at a secondary school. She likes getting up early and watering the flowers in our garden, she usually helps me with my homework. In the evening, she tells me interesting stories. And that’s the thing I like most about her. She also listens to me when I’m sad. I love my grandma very much. What about you? Who’s your best friend? Please write to me soon. Bye bye, An Task 1: Choose the correct answer. 1. Which subject does An’s grandma teach? A. English B. History C. Maths D. Music 2. _______ is his grandma’s hobby. A. Helping An do his homework B. Watering flowers C. Telling stories D. Listening to music 3. What does An’s grandma do when she is sad? A. talking with her B. giving her money C. listening to her D. cooking for her Task 2: Answer the questions. 4. Why does An like her grandma best? . 5. Do you like your grandma? Why? .
7. PART D: WRITING Question I: (0.75pts) Identify one mistake in each sentence 1. My mom don’t usually go to work on Saturday . A B C D 2. The kitchen is next to my sister room. A B C D 3. He always goes to school on Sundays because he doesn’t have any classes on these days. A B C D Question II: (0.75pts) Complete the second sentence so that it has a similar meaning to the first one. 1. My school has a computer room. A. There is a computer room in my school. B. The computer room is in my school. C. The computer room is very nice. 2. My mother’s hair is long and black. A. My mother has hair long black. B. My mother has long black hair. C. My mother has black long hair. 3. I like literature and geography. A. Literature and geography are the subjects at school. B. Literature and geography are very useful. C. Literature and geography are my favourite subjects. Question III: (1pt) Write an e-mail (60-80 words) to your friend Tom. Tell him about your new school. (Cues: - Where is your new school? - How many classes/teachers/students are there? - What are your teachers/classmates like? - What are there around the school? - How do you feel about your school?...) From: [email protected] To: [email protected] Subject: My new school Dear Tom,
8. Love, Nam ----- THE END ----- Period 31st. UNIT FOUR: LESSON 1.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - talk about how often you do activities in your free time. - use adverbs of frequency. 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 “Festivals and free time”. 4. Competencies: - Spend a suitable amount of time on studying and relaxing 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’) Option 1: SURVEY - Give out handouts - Have students read the questions and answer each question by putting a tick/ ticks in the boxes under the day of the week. - Collect some students’ paper. - Make comments on students’ answers. Example: Minh plays video games on Thursday, Saturday and Sunday. (3 days a week) ￿￿So, the teacher says: Minh sometimes plays video games.
9. - With this activity, teacher can introduce some adverbs of frequency that students are going to study in this lesson. - Lead to the new lesson. Option 2: Chatting - Ask students some questions: How often do you see a movie on the internet? How often do you play football? How often do you help your parents with the housework? How often ? - Have students answer. - Give feedback and lead to the new lesson: the way to express how often something happens - Give feedback and lead to the new lesson. II. Presentation: a. Fill in the blanks. Listen and repeat. - Demonstrate the activity, using the example. - Have students fill in the blanks with the adverbs of frequency. - Divide class into pairs and have them check their answers with their partners. - Check answers as a whole class. - Play audio (CD1 – Track 41). Have students listen and repeat. - Correct students’ pronunciation. Answer keys 1. never 2. rarely 3. sometimes 4. often 5. usually 6. always b. Write an activity under each adverb. Take turns to use them in a sentence. Option 1:
10. - Ask students to work in pairs to write an activity under each adverb. - Have students take turns to make sentences using the adverbs and the activities. - Call some students to read their sentences aloud. - From students’ sentences, have them read again and make comments on the position of the adverbs of frequency. - Explain more about the position of the adverbs of frequency: • in front of normal verb. • between an auxiliary verb and the main verb. • after the verb “to be”. • “sometimes” can also be put at the beginning of a sentence. - Have students give examples (make sentences) for each position Option 2: - Give some examples: 1. She is never late for class. 2. I often help my mom with housework. 3. Does he sometimes play the piano? - Have students pay attention to the position of the adverbs of frequency - Elicit the position of the adverbs of frequency: • in front of normal verb. • between an auxiliary verb and the main verb. • after the verb “to be”. - Ask students to write an activity under each adverb - Have students take turns to make sentences using the adverbs and the activities - Call some students to write answers on the board.  Activity 2: Listening (20’) a. Listen to Lisa and Max talking about free time activity. Does Max like reading? - Have students look at the question and the pictures. - Play the audio once (CD 1 – Track 42). - Have students listen and answer the question by circling “Yes” or “No”. - Play the audio again and check answers as a whole class. Answer key: No b. Now, listen and fill in the blanks Option 1: - Have students read the sentences. - Play the audio (CD1 – Track 42). Have students listen and fill in the blanks. - Check answers as a whole class Answer keys: 1. always 2. usually 3. often 4. sometimes Option 2: - Give handouts with more sentences for students to listen and fill in the blanks. 1. Lisa ________ goes to the bookstore on Fridays.
11. 2. Max ________ go to the bookstore. 3. Max ________ play video games after school. 4. Max ________ plays soccer on the weekends. 5. Lisa ________ rides her bike on Saturdays. - Have students read the sentences. - Play the audio (CD1 – Track 42) and have students listen and fill in the blanks. - Play one more time for students if they can’t find all answers. - Have students give answers. - Check answers as a whole class. - Give feedback and evaluation. Answer keys: 1. always 2. never 3. usually 4. often III. Consolidation (3’) * Adverbs of frequency: Always, usually, often, sometimes, rarely, never Position: • In front of normal verb • Between an auxiliary verb and the main verb • After the verb “to be” IV. Homework (2’) - Learn by heart the adverbs of frequency and their positions. - Make sentences with at least 3 adverbs of frequency. - Do exercises in Workbook: Lesson 1 - New words (page 20). - Prepare: Lesson 1.2 – Grammar (page 31 – SB). ------------------------------------------------------------------------- Period 32nd UNIT FOUR: LESSON 1.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to use adverbs of frequency to talk about how often we do things and how often things happen. 2. Skill: - improve speaking skills, listening skill. - improve the use of English. 3. Attitude: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Festivals and free time”. 4. Competencies: - Spend a suitable amount of time on studying and relaxing 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’) Option 1: Game “JUMBLE WORD” - Have students rearrange letters to make a meaningful word.
12. - Call students to give answers. - Check students’ answers, give feedback and lead to the new lesson. 1. walays 2. onftn 3. lyaerr 4. vener 5. mosmtites 6. lulusay Answers keys 1. always 2. often 3. rarely 3. never 4. sometimes 5. usually Option 2: REARRANGING - Have students rearrange the words to make a meaningful English sentence. 1. usually / she / on / plays / guitar / weekends / the / the 2. sister / goes / my / shopping / never 3. always / swimming / we / Sundays / go / on 4. father / newspaper / my / morning / the / reads / a / in / usually 5. breakfast / I / for / milk / have / often - Have students read their answers. Answers keys 1. She usually plays the guitar on the weekends. 2. My sister never goes shopping. 3. We always go swimming on Sundays. 4. My father usually reads a newspaper in the morning. 5. I often have milk for breakfast. - Tell students about another grammar point they are going to study in the new lesson. => Lead to the new lesson. II. New lesson  Activity 1: Grammar: Adverbs of frequency (18’) a. Listen and repeat - Have students look at the picture. - Play audio (CD1 – Track 43) and have students listen and read the speech bubbles. - Play audio again and have students listen and repeat. Grammar box Option 1:
13. - Have students look at the grammar explanation. - Have students look at the box with the different forms. - Explain more about the usage of the adverbs of frequency, have students pay attention to the positions of these kinds of adverbs. *Usage: talk about how often we do things or how often things happen. - Remind students to use always and usually with a time phrase. - Have some students read the sentences aloud. - Ask students to give more examples using adverbs of frequency. Option 2: - Have students close books. - Give some model sentences, have students tell the positions of adverbs of frequency and time phrase. - Call students to give answers. - Then have students open the books and read the grammar box. - Have students give more examples of adverbs of frequency, encourage them to make sentences with their own ideas. - Give feedback and evaluation. b. Fill in the blanks with the adverbs of frequency Option 1: - Demonstrate the activity, using the example. - Have students fill in the blanks with the adverbs of frequency. - Have students work in pairs to check each other’s work. - Have some students share their answers with the whole class. - Give feedback, correct students’ answers if necessary. Option 2: - Follow the same steps as option 1
14. - Give students an extra exercise, using another way to express the frequency of the activities. - Have students work in pairs to do the exercise - Call students to give answers - Give feedback, correct students’ answers if necessary Answer keys 1. always 2. frequently 3. never 4. sometimes 5. often  Activity 2: Practice - Writing and Speaking (18’) c. Look at the table and write the answers Option 1: - Demonstrate the activity, using the table. - Have students write the answers. - Have students work in pairs to check each other’s work. - Have some students share their answers with the whole class (Write on the board). - Check, correct students’ answers. Answer keys 1. Jack rarely goes shopping (on the weekends) (The time phrase may vary) 2. Bobby always does his homework (after school). 3. Sarah sometimes plays soccer. 4. Amanda often has barbecues. Option 2: - Follow the same steps as option 1 - Have students close all books and notebooks - Give students extra exercise: Choose the best answer
15. Answer keys 1. B 2. C 3. A 4. B 5. B d. Ask your partner how often they do these activities - Have students do the task in pairs, then swap the roles - Call students to demonstrate the activity in front of the class - Give feedback and correct students’ pronunciation if necessary III. Consolidation (2’) * The adverbs of frequency Position: after “be” or before the main verb To talk about regular actions “always” and “usually” are used with a time phrase. IV. Homework (2’) - Make 3 sentences, using adverbs of frequency. - Do exercise in Workbook: Lesson 1.2 - Grammar (page 23). - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 32 – SB). ------------------------------------------------------------------------- ENGLISH 8 Period 30 UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 4: Communication. A. AIMS OF THE LESSON By the end of this lesson, students will be able to : I. Knowledge - learn some extra vocabulary about the customs and traditions. - understand more about table manners in Britain. II. Ability : - Improve the use of English , Reading skill and writing skill. - Develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality : -Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Customs and traditions” conducted by the teacher. -Ss can show their knowledge about table manners in Viet Nam and in the world B. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, handouts... C. PROCEDURE I. Check up: - Do the exercise B4, B5, B6 page 30(workbook) - Make three pieces of advice and three obligations your friend should follow when they visit Viet Nam. II. New lesson:
16. 1. vocabulary: + prong(n): đ￿u đĩa (one of two or more long sharp points on an object, especially a fork ) + tray(n): cái khay, cái mâm (a flat object, used for carrying food and drinks) + cutlery(n): b￿ đ￿ ăn (knives, forks and spoons used for eating food ) + mat(n): cái chi￿u ( a small piece of strong material which covers and protects part of a floor) + palm(n): lòng bàn tay + host/hostess: ch￿ nhà nam/ ch￿ nhà n￿ (someone who has guests ) 2. Discuss the differences between the pictures. - In pairs Ss look at the pictures and discuss the differences between them. Encourage them to use the extra vocabulary. Suggested questions for ss to discuss/ 1. What are they doing? 2. In the first picture, what things do they use for eating? 3. What the main food do they eat? 4. In the second picture, what are the things used for eating? 5. What’s the main food to eat? * Some suggested differences are: - In the first picture, people are sitting on the mat to have the meal. In the second picture, they are sitting around the dining table. - ln the first picture, people are using rice bowls and chopsticks. In the second picture, they are using cutlery. 3. Write T (true) or F (false). - Read the following sentences about table manners in Britain. Work in pairs to decide if the statements are true or false. - Have some Ss write their answers on the board. 4. Listening: - Now listen to Nick giving a presentation on table manners in Britain and check your answers. - Ss listen to the recording twice. If there are any incorrect answers, have Ss explain why the sentences are false. * Key: 1. F (You hold the folk in the left hand and the knife in the right.) 2.T 3. F (There is also a spoon and a fork for dessert.) 4. T 5. F (You should never use your own cutlery to take more food from the serving dish _ use the serving spoon.) 6. F (You should break off the bread with your hands) 7. F (Guests have to wait until the host or hostess starts eating.) 8.T Audio script: 'ln the UK we eat around the dining table. We follow lots of table manners. Firstly, we use cutlery _ you know, knives, forks and spoons - to eat most of the food. We hold the fork in the left hand and the knife in the right. You should hold the handle of the knife in your palm and your fork in the other hand with the prongs pointing downwards. There is also a spoon and a fork for dessert. When you finish eating, you should place your knife and fork with the prongs upwards on your plate. Secondly, you should never use your own cutlery to take more food from the serving dish - use the serving spoon. Now if there's bread on the table, you can use your hands to take a piece. Then break off a small piece of bread and butter it. Thirdly, if you are a guest, you have to wait until the host or hostess starts eating and you should ask another person to pass the food. Next, never chew with your mouth open and don't talk with food in your mouth ...
17. 4. Discussion: - Work in pairs. Discuss if you follow the table manners in your family. Are there oth table manners you follow? - Helps ss brainstorm more ideas about Vietnamese table manners - In pairs Ss discuss if they follow the same table manners in their family. They may add some more. Remember o set a time limit for this activity. Some 5s present their ideas. T may quickly write some of the Ss' extra table manners on the board. 5. Role play: - There is a British exchange student in your class. You invite her to dinner at your home. Play the following roles. A: You are Minh. You invite your British friend to come for dinner. She asks a lot of questions about Vietnamese table manners. B: You are Jessica from Britain. You want to learn about Vietnamese table manners so you can feel comfortable at dinner. You compare these with British table manners. - Ss work in pairs and role-play. They continue the conversation in the book or make up their own. After some time, call some pairs to act out the conversation in front of the class. Other Ss give comments. Give praise and feedback on Ss conversations. IV. Homework: - Learn by heart the new words - Do the exercise C1,C2 (p31) Period 31 TEST REVIEW A. AIM: By the end of the lesson, Ss can get the result of the test through teacher’s correction and master some grammar points B. PROCEDURES I. Giving comment - T give comment on ss’ test II. Giving the test key ĐÁP ÁN ANH 8 GIỮA KỲ 1 – ĐỀ CHẴN SECTION I. LISTENING Task 1: Listen to people talking about leisure activities and choose the best answer. You listen TWICE 1. C 2. C 3. B 4. A 5. C Task 2: You will hear a girl, April, asking a friend about a sports club. Listen and complete each question. You will hear the conversation twice. 1. Monday 2. Soccer 3. Sport center/ centre 4. Swimming pool SECTION II. VOCABULARY & GRAMMAR I. Choose the word whose underlined part pronounced differently. 1. C 2. A II. Choose one correct answer to complete the sentences. 1. C 2. C 3. B 4. D 5. A 6. B 7. D 8. C III. Fill in each gap with one suitable word. 1. doing 2. Herd 3. More/ less SECTION III. READING
18. Task I. Read the following passage and complete the gap with one word from the words given. 1. population 2. Belongs 3. Their 4. Famous 5. Costumes 6. Worship Task II. Read the following passage and decide if the statement is True or False 1. F 2. T 3. T SECTION IV. WRITING Task I. Each sentence has one mistake. Identify the mistake by circling A,B,C or D 1. B 2. A 3. A Task II . Rewrite the following sentences so that it has the same meaning as the root sentence 1. => My sister can English more fluently than me/ I can. / My sister speaks English more fluently than me/ I do. 2. => Many boys are interested in/ fond of/ keen on/ hooked on playing basketball afterschool. 3. => She has a colourful kite. Task III. Make questions for the underlined words. 1. => How often do you go to the movies? 2. => When do they go to the beach? 3. => Who is cooking in the kitchen at the moment? ĐÁP ÁN ANH 8 GIỮA KỲ 1 ĐỀ L￿ SECTION I. LISTENING Task 1: Listen to people talking about leisure activities and choose the best answer. You listen TWICE 1. C 2. C 3. B 4. A 5. C Task 2: You will hear a girl, April, asking a friend about a sports club. Listen and complete each question. You will hear the conversation twice. 1. Monday 2. Soccer 3. Sport center/ centre 4. Swimming pool SECTION II. VOCABULARY & GRAMMAR I. Choose the word whose underlined part pronounced differently. 1. B 2. C II. Choose one correct answer to complete the sentences. 1. A 2. B 3. D 4. C 5. C 6. C 7. B 8. D III. Fill in each gap with one suitable word. 1. making 2. Herd 3. Than SECTION III. READING Task I. Read the following passage and complete the gap with one word from the words given.
19. 1. population 2. Belongs 3. Their 4. Famous 5. Costumes 6. Worship Task II. Read the following passage and decide if the statement is True or False 1. T 2. F 3. T SECTION IV. WRITING Task I. Each sentence has one mistake. Identify the mistake by circling A,B,C or D 1. A 2. B 3. A Task II . Rewrite the following sentences so that it has the same meaning as the root sentence 1. => My sister can English more fluently than me/ I do. / My sister speaks English more fluently than me/ I do. 2. => Many boys are interested in/ fond of/ keen on/ hooked on doing DIY at home. 3. => She has a simple life. Task III. Make questions for the underlined words. 1. => How often do you go to the movies? 2. => When do they go to the beach? 3. => Who is cooking in the kitchen at the moment? III. Homework - prepare for Skill 1 Period 32 UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 5: Skill 1. Reading + Speaking A. AIMS OF THE LESSON By the end of this lesson, students will be able to : I. Knowledge - Read for specific information about family customs and traditions - Ask about and describe different customs and traditions II. Ability : - Improve the use of English , reading skill and writing skill. - Develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality : -Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “customs and traditions” conducted by the teacher. - Students can show their kindness to the customs and traditions they know. B. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, handouts...
20. C. PROCEDURE I. Check up: -Talk about three table manners in Britain and three ones in your family II. Warm up : Guessing games - Ss work in two teams: one person from this team think of one tradition or custom in her/his family( this S must give a clue( on what occasion ) , Ss in other team guess what tradition or custom it is ( they have only 5 yes/no questions). III.New lesson: READING 1. Prediction: a. Look at the pictures and answer the questions. 1.What are the people doing in each picture? 2.Does your family ever do the same things? - Have Ss look at the pictures and answer the questions in pairs. Elicit answers from Ss. * Suggested answers: Picture 1· A family is celebrating a birthday. Picture 2: People are making chung cake. Picture 3: A family is at an amusement park. b. You are going to read Mi's presentation on customs and traditions. Let’s guess : “Is she writing about her family or her society?” - Ss guess the answer in individual. 2. Reading: a. Check the answer above. - Ask Ss to read the passage quickly and answer if Mi is writing about her family or her society. - Key: She's writing about her family. b. Match: - Now decide in which paragraph ea detail below is mentioned. Write A, B, or C in the blank. - T instructs Ss on the way to do it: + Read the statements and underline the key words, e.g. in statement 1, the key words are 'name' and 'Italian dish' + Begin with statement 1; read through the passage quickly and locate the key words. + Stop to read the part that includes the key words more carefully to make sure the information matches. - T modesl with the first statement. - Ss work individually then compare their answers with a classmate before giving the answers to T. * Key: 1. C 2. A 3. C 4. B 5. A 6. B c. Answer the questions: - Ss read the passage again to answer the questions. Ss can underline parts of the text that help them with the answers. - Ss compare their answers before giving the answers to T. Ask them to give evidence when giving the answers. -* Key: 1. They are: having lunch together on the second day of Tet, spending Sunday together, and celebrating her grandparents' wedding anniversary on the first Sunday of October. 2. They usually go to the cinema or go for a picnic together.