Kế hoạch bài học Tiếng Anh 6 - Tuần 12, Tiết 36: Festivals and free time, Lesson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 12, Tiết 36: Festivals and free time, Lesson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date :04-12-2022 Period 36th UNIT FOUR: LESSON 2.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to use the Present Simple for future use. 2. Skill: - Students can improve speaking skill and writing skill. - Students can 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: MULTIPLE CHOICE - Show the exercises on the screen (or give handouts) - Have students work in pairs - Check answers as a whole class Answer keys
2. => Lead to the new lesson. Option 2: Actor / Actress - Ask some students to volunteers to be the actor / actress. - Ask the volunteers to use body language to illustrate some festival activities. - Have the rest of the class guess what festival activity is being simulated. - Call students to give answers. - Give feedback. => Lead to the new lesson II. Presentation - Grammar: Present Simple for future use (15’) a. Listen and repeat - Have students look at the picture. - Play the audio (CD1 – Track 47), ask students to listen and read the speech bubbles. - Play the audio again and have students listen and repeat. *Grammar box: - Ask students to make comments on the black bold verb form in the examples. - Have students retell the form and usage of the Present Simple tense. - Lead to the grammar table and explain the usage of the Present Simple for future activities.
3. - Ask students to pay attention to the verbs for events and activities, the verbs for the events and activities avenue. - Have some students read the sentences aloud. - Have students make more sentences, using the Present Simple tense for future activities - Get feedback. Expected answers: The Preset Simple tense Be: S + am / is / are (not) Normal verb: (?) Am / Is / Are + S (+) S + Vs/es (-) S + don’t / doesn’t + V. bare infinitive (?) Do / Does + S + V. bare infinitive III. Practice: b. Fill in the blanks, using the Present Simple Option 1: - Use the example to demonstrate this activity. - Have students use the Present Simple to fill in the blanks, draw attention to the question form. - Have pairs check each other’s work. - Have students share their answers with the class by writing down on the board. - Check students’ answers, correct if necessary. Option 2: - Use the example to demonstrate this activity.
4. - Have students use the Present Simple to fill in the blanks, draw attention to the question form. - Have pairs check each other’s work. - Call students to give answers by answering multiple choice questions (format: game “Lucky Number?”). - Check students’ answers, correct if necessary Answer keys. 2. open 3. leaves 4. close 5. ends 6. leave c. Answer the questions. - Demonstrate the activity, using the example - Have students look at the Note box, explain. - Let students answer the questions. - Go round and give help if necessary. - Have students work in pairs to check each other’s work. - Call students to write answers on the board. - Check and correct students’ answers. Answer keys 1. It starts at 11 a.m. 2. It ends at 10 p.m. 3. They open at 12.30 p.m. 4. It leaves in 10 minutes d. Practice the conversation with your partner Option 1: - Have students practice the conversation in pairs. - Have some students 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. - Give students handouts with information of a festival - Have students: + Fill in the table. + Practice asking and answering about the festival and festival activities. - Have some students demonstrate the activity in front of the class. - Give feedback and evaluation. Sample table
5. IV. Consolidation (2’): * Present Simple for future action: Be: S + am / is / are (not) Normal verb: (?) Am / Is / Are + S (+) S + Vs/es (-) S + don’t / doesn’t + V. bare infinitive (?) Do / Does + S + V. bare infinitive Usage: The Present Simple is used to talk about things we know that will definitely happen in the future such as timetable, plans, schedule. V. Homework (2’) - Make 2 sentences, using the Present Simple for future activities. - Do exercises in WB: Lesson 2 - Grammar and Writing (page 23). - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 35 – SB). ------------------------------------------------------------------------- Period 37th UNIT FOUR: LESSON 2.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use sound changes in the question: “What time ?”. - talk about festival activities. 2. Skill: Students can improve speaking skills. 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 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: Telling the Time - Have students close all books. - Show some clocks with different time markers, have students read the time. - Call students to give answers. - Give feedback, correct students’ answers if necessary.
6. Option 2: FIND THE OPPOSITE - Have students close all books. - Give some words, have students find their opposites. 1. start 2. open 3. begin 4. boring 5. wrong 6. false - Call students to give answers. - Give feedback, check answers as a whole class. Answers keys 1. start > < finish/ end 4. boring > < true => Lead in new lesson. II. Presentation: PRONUNCIATION – Sound changes (10’) a + b. Listen. Notice the sound changes of the underlined words - Play the recording (CD1, track 49) - Ask students to listen and pay attention to the sound changes - Call students to make their comments on the sound changes of the questions: “What time ?” - Give feedback, explain the pronunciation feature: “What time ?” often sounds like /wʌˈtaɪm/ - Play the recording again, have students 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, have students listen and cross out the option that doesn’t use the correct sound changes. - Call students to give answers. - Play the recording again and check answers as a whole class. - Then have students practice saying the sentences with a partner, using the correct sound changes, then encourage students to use their own sentences. - Call some students to read their sentences in front of the class. - Check and correct students’ pronunciation. III. Practice (10’): a. Practice the conversation. Swap the roles and repeat. (controlling practice)
7. a. Practice the conversation. Swap the roles and repeat. (Controlled practice) Option 1: - Demonstrate the activity by practicing role-play with a student. - Emphasize the structures to ask about time: What time does it begin / end? What time does it / do they open / close? What time + do / does / + S + V ? - 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 students’ pronunciation. Option 2: (for class with better students) - Follow the same steps as option 1. - Then give students an extra activity: Practice the conversation in the textbook; however, they try to remember the conversation content. - Have some pairs demonstrate the activity in front of the class, not looking at the textbook; encourage students to present as naturally as possible. - Give feedback and evaluation. b. Practice with your own ideas. (Free - practice) - Have pairs practice the conversation with their own ideas, then swap roles. - Go round, observe students’ work and give help if necessary. - Call some pairs to demonstrate the activity in front of the class. - Give feedback and evaluation. IV. Production - Speaking: Let’s go to the Festival! (15’) a. You are going to a festival. Student B goes to page 120, file 2. Look at the schedule for the festival. Take turns asking about the activities. Choose at least 3 things to do.
8. - Demonstrate the activity by practicing role-play with a student. - Remind students to use the Present Simple tense and some structures of asking time. - Have student A stay on page 35 and student B turn to page 120, file 2. - Have students ask and answer and choose at least 3 things to do. - Have some students share their ideas with the class. - Give feedback and evaluation. b. Join another pair. Did you choose the same activities? - Have students join another pair, discuss which activities they choose to do. - Have some students share their ideas with the class. - Give feedback and evaluation. V. Consolidation (3’) * Pronunciation: “What time ?” often sounds like /wʌˈtaɪm/ * Asking about the time of the activities What time does it begin / end? What time does it / do they open / close? VI. Homework (2’) - Practice using sound changes in the question: “What time ?”. - Practice asking and answering about festival activities. - Prepare: Lesson 3.1: Social Studies – New Words and Listening (page 36 – SB). ------------------------------------------------------------------------- Period 38th UNIT FOUR: LESSON 3.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - talk about different festivals. - know more useful information about many festivals in the world. 2. Skill: Students can improve the use of English, speaking and listening skills. 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
9. I. Warm up: (5’) Option 1: MATCHING - Introduce some festivals, using pictures. - Have students look at the pictures and match each picture with its right name. - Have students give answers, give feedback. Lead to the new lesson. Option 2: Game: Guessing the festival - Give students 3-4 questions, for each question – students have 4 cues to guess which festival is being mentioned. - Explain rules: If students can give correct answers from the first cue, they will get 40 points. The match will be reduced to 30, 20 and 10 until the last cue is given. (T can think of any way to carry out this game, it depends). - Illustration:
10. Answers keys Question 1: The Mid-Autumn Festival Question 2: The Lunar New Year Question 3: The Diwali Festival Lead to the new lesson II. Pre - Listening: Vocabulary (15’) a. Number the pictures. Listen and repeat. - Have students look and the pictures and read the activities in the book - Demonstrate the activity, using the example - Have students number the pictures - Ask students to work in pairs to check their answers with their partners - Call students to give answers - Check answers as a whole class. - Play audio (CD1 – Track 50). Have students listen and repeat - Call some students to read the phrase again - Correct students’ pronunciation if necessary.
11. Answers keys. B.5 C. 3 D. 8 E. 4 F. 2 G. 6 H. 7 b. Discuss the things you think people do during these holidays. Option 1: - Have students discuss the things you think people do during these holidays. - Go round and give help if necessary. - Have students share their ideas with the class. - Give feedback and evaluation. Expected answers - People eat traditional food at Christmas/ New Year. - People decorate a house or tree at Tet (New Year)/ Christmas. - People get lucky money, candy of gifts at New Year. - People play games or music at Halloween/ Christmas/ New Year. Option 2: - Design the task: Put the given activities into the right column. - Have students work in pairs and put the activities in the right column. Put these activities in the right column (Some activities can be used more than once). decorate house/ free eat traditional food visit family and friends buy fruits or flowers watch parades play games or music visit fireworks visit ancestor’s graves play tricks or treat wait to receive gifts at midnight wear strange clothes go to the church NEW YEAR CHRISMAS HALLOWEEN - Encourage students to add more activities. - Call students to give answers. - Give feedback. Answer key. III. While - Listening (10’): a. Listen to some people talking about traditional festivals. Are all the festivals celebrated in the same country? - Have students look at the request of the task. - Play audio (CD1 – Track 51) - Have students listen and answer the question by circling Yes / No. - Check answers as a whole class. Answer key. No
12. b. Listen and draw lines. - Have students read the festivals and activities in the task. - Demonstrate the activity. - Play audio (CD1 – Track 51) again. - Have students listen and draw lines. - Call students to read their answers. - Check answers as a whole class. Answer key. * Conversation Skill: Getting time to think - Focus on the Conversation Skill box. - Explain to the students that they are going to learn how to use hesitation devices. - Give more words / phrase to express hesitation: Well Umm Let me see I see Well, you know - Play audio. (CD 1 – Track 52). Have students listen and repeat. - Have some students practice the conversation skill in front of the class. - Give feedback. IV. Post – Listening: Useful language (10’) - Listen then practice Option 1: - Have students look at the Useful Language box. - Explain more about the structures used to ask about festival activities. How do people prepare for ? What do they do during ? - Play audio (CD1 – Track 53). - Have students practice the useful language. - Have students practice the conversation, using other activities from “New words” and Listening”, and their own ideas. - Call some pairs to present, give feedback and evaluation. Option 2: - Follow the same steps as option 1. - Call some students to ask and answer about a festival activity (Students can choose which one to talk about). - Have students act out the conversation as naturally as they can (without using the textbook). - Give feedback and evaluation. V. Consolidation (3’) * Names of some festivals: Christmas, New Year, Easter, Thanksgiving, Kwanzaa, Water Festival,
13. * Conversation skill: Getting time to think Well Umm Let me see I see Well, you know * Asking about festival activities: How do people prepare for ? What do they do during ? VI. Homework (2’) - Find more information about some famous festivals in the world. - Ask and answer about festival activities. - Do exercises in Workbook: Lesson 3 - New words – Listening (page 24). - Prepare: Lesson 3.2 – Reading, Speaking and Writing (Page 37 – SB). ------------------------------------------------------------------------- ENGLISH 8 Period 36 UNIT 8: FESTIVALS IN VIETNAM Lesson 2: A closer look 1 A. AIMS 1. Knowledge. By the end of the lesson, students will be able to: - know some words about the rituals, activities in festivals in Viet Nam - stress correctly multi-syllable words with –ion and –ian endings 2. Ability: - Students can develop the ability to cooperate with their partners, to self-study, to solve problems - Students can improve their listening skill 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, country. B. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, E-book, personal computer, projector/TV, speakers. C. PROCEDURES * Warm up: Chatting - Ss answer the question: “What will you prepare for Tet?” I. Presentation 1. Vocabulary + preserve (v): bảo tồn + worship (v): thờ cúng + ritual (n): nghi thức + incense (n): hương, nhang + ceremony (n): nghi lễ 2. Activity 1: Matching. (1-P.50) - Ss work independently to match the words to their meanings - T. asks Ss to share the answers with their partner.
14. - T. asks Ss to answer - T. checks and corrects Key: 1. c 2. e 3. a 4. b 5. D 3. Activity 2: Match the nouns with each verb. (3-P.50) - T. asks Ss to work in pairs to match verbs with nouns on a piece of paper the swap the answers with another pair to check. - T. asks Ss to answer - T. checks and asks Ss to give meaning if necessary. Key: 1. WATCH ... a ceremony, a show 2. HAVE ... (all can fit) 3. WORSHIP ... a god, a hero 4. PERFORM ... a ritual, a ceremony, a show II. Practice * Vocabulary 1. Activity 1: Complete the sentences. (2-P.50) - T. asks Ss to work in pair - T. asks some Ss to read the answers - T. checks and corrects Key: 1. commemorate 2. worship 3. preserve 4. ritual 5. performance * Pronunciation 2. Activity 2: Read, listen and repeat. (4-P.50) - Ss work in pair to read the words in 4.a - T. plays the recording and asks Ss to listen and repeat the words - T. asks Ss to look at the word list and answer the questions “What do you notice about the endings?" How many syllables does each word have?" - Ss answer - T checks - T. asks Ss to discuss the rule with the worlds ending in the suffix -ion and -ian - Ss to give the rule. - T. checks and explains the rules again With the words ending in the suffix -ion and- ian the syllable immediately before the suffix 3. Activity 3: Listen and stress. (5-P.50) - T. plays the recording and ask Ss to listen to the recording and stress the words. - Ss listen then compare the answers with their partner - T. asks Ss to give the answers then play the recording again to check their answers Key: 1. pro'cession 2. com'panion 3. pro'duction 4. compe'tition 5. poli'tician 6. mu'sician 7. his'torian 8. lib'rarian III. Production Read and mark (‘) the stressed syllable in the underline words. (6-P.50) - First, have Ss work individually to mark the stress patterns. Then ask Ss to work in small groups to read out the sentences. Go around to help Ss. - T. calls some Ss to practise in front of the class. - T. corrects their pronunciation if necessary. - T. asks Ss to listen and repeat the sentences while listening to the recording. Key: 1. com’panions 2. partici’pation 3. at’tention 4. his’torians 5. tra’dition III. Homework - Learn by heart vocabulary.
15. - Do exercise part B in workbook - Prepare next lesson: A closer look 2 Period 37 UNIT 8: FESTIVALS IN VIETNAM Lesson 3: A closer look 2 A. AIMS 1. Knowledge. By the end of the lesson, students will be able to: - review the simple and compound sentences - write compound sentences using conjunctions and, but, or, yet, so and conjunctive adverbs however, nevertheless, moreover, therefore, otherwise - write complex sentences using subordinators because, if, when, while, although, even though 2. Ability: - Students can develop the ability to cooperate with their partners, to self-study, to solve problems - Students can improve their reading and writing skills. 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, country. B. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, E-book, personal computer, projector/TV. C. PROCEDURES * Warm up: Brainstorming conjunctions I. Presentation 1. The simple and compound sentences * Set the scene - T. gives 2 sentences: 1. My mother likes cooking very much 2. While my mother was cooking in the kitchen, my father came. - Ss work in pair to discuss which sentence is a simple sentence and which sentences is compound sentence - T. asks Ss to answer 1. simple sentence 2. compound sentence - T. asks Ss how to know simple and compound sentences - Ss answer - T. checks + A simple sentence is one independent clause + A compound sentence is two or more independent clauses joined together. a. Exercise 1 (1-P.51) - Ss work in pair to do exercise 1 - T. asks Ss to answer
16. - T. checks Key: 1. S 2. C 3. C 4. S 5. S - T. explains how to connect each pair sentences with an appropriate conjunctions to make compound sentence. Each clause is of equal importance and could stand alone. They can be joined with conjunctions and, but , or, so, yet or conjunctive adverbs however, nevertheless, moreover, therefore, otherwise. b. Exercise 2 (2-P.51) - Ss work in pair to do exercise 2 - T. asks Ss to answer - T. checks Key: 1. At the Mid-Autumn Festival children carry beautiful lanterns, so it’s a memorable childhood experience. 2. During Tet, Vietnamese people buy all kinds of sweets, and they make chung cakes as well. 3. The Hung King’s sons offered him many special foods, but Lang Lieu just brought him a chung cake and a day cake. 4. To welcome Tet, we decorate our house with peach blossoms, or we can buy a mandarin tree for alonger lasting display. 5. The Huong Pagoda festival is always crowded, yet we like to go there to pray for good fortune and happiness. c. Exercise 3 (3-P.51) - Ss work in pair - T. asks Ss to answer - T. checks and corrects Key: 1. Chu Dong Tu and Giong are both legendary saints; however/ nevertheless, they are worshipped for different things. 2. Tet is the most important festival in Viet Nam; therefore, most Vietnamese return home for Tet. 3. Tet is a time for us to worship our ancestors; moreover, it is also a time for family reunion. 4. The Khmer believe they have to fl oat lanterns; otherwise, they may not get good luck. 5. The Hung King Temple Festival was a local festival; nevertheless/ however, it has become a public holiday in Viet Nam since 2007. 2. Complex sentences * Set the scene - T. gives a sentence: When I arrived, my family was eating dinner. - T. ask Ss to find independent clause and dependent clause - Ss answer - T. notes about the comma in the complex sentences - T. notes about a dependent clause begins with a subordinator (when, while,...) II. Practice 1. Matching. (4-P.52) - Ss work in pair to match the clause and check with other pairs. - T. asks Ss to answer - T. corrects. Key: 1. b 2. d 3. e 4. f 5. a 6. c 2. Reading. (5-P.52)
17. - Ss work in group of 4 - T. asks Ss to Fill in the blank with one suitable subordinator when, while, even though, although, because or if. - T. asks Ss to answer Key: 1. Because 2. If 3. when 4. while 5. When 6. Athough/Even though - Ss discuss the reasons for using each subordinator. III. Production Complete the sentences (6-P.52) - Ss work in pairs to complete the sentences. - T. asks Ss to swap their sentences with other pairs and cross-check. - T asks some Ss to read out their answers. Suggested answers: 1. ____________, I have never been there. 2. ____________, we shouldn’t miss it. 3. ____________, you should visit Giong Temple. 4. ____________, they take a lot of photos. 5. ____________, they can enjoy the beautiful scenery of the area. IV. Homework - Learn by heart grammar (complex sentences) - Do exercises in workbook - Prepare next lesson: Communication Period 38 UNIT 5: FESTIVALS IN VIET NAM Lesson 4: Communication I. AIMS OF THE LESSON. 1.Knowledge By the end of the lesson, Ss will be able to: - communicate with friends well about the topic Khemer festival - Vocabulary: relating to the topic “Festivals in Viet Nam” Bamboo archway,Green rice flakes,coconut,clasped hands,floating lanterns - Grammar: Present simple 2. Ability Communication, co- operation , self-learning capacity, creative capacity - improve the use of English, speaking and listening skills. 3. Quality - Students can be aware of protecting traditional festivals in Viet Nam. - love their country and vietnameses people. 4 skill : listening and speaking II. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers III. PROCEDURES 1. pre- listening Warm up: *Chatting.
18. - Have you ever been to Soc Trang province? - Have you ever seen a festival by the Khmer? - What activities do people do at the festival? Vocabulary Bamboo archway: vòm tre (picture) Green rice flakes: cốm xanh (picture) Coconut: trái dừa (realia) Clasped hands: bắt tay ( mime) floating lanterns: thả đèn ( picture) - Look at the picture (p53 student book), discuss the following questions with a partner and then write the right word - student write the words - correct mistakes 2. While- listening. A - T plays the recording and lets Ss check their guesses. - Ss listen and check their guesses. - T gives the answers . Listen and check your answers. Key: a. 1. bamboo archway b. Ooc bom boc festival 2. green rice flakes 3. potatoes 4. coconuts 5. piacake 6. clasped hands 7. lanterns 8. dragon boat race Listen to the interview again and complete the table below with the answers to the suggested questions. Suggested questions: 1. Where is the festival held? 2. When is the festival held? 3. Who do the people worship at the festival? 4-6. What activities do people do at the festival? Key: 1. Soc Trang 2. 14th, 15th evenings of the 10th lunar month. 3. Moon God 4. have a worshipping ceremony 5. float paper lanterns 6. hold dragon boat races 3. post-listening ( speaking) - Before the role-play begins, T gives Ss a little time to decide which festival to talk about and assign roles. T notes that Ss could also invent a festival. - T asks Ss to uses the example in 4 and the listening in 3 as models. - Ss work in groups of 3 to role play. - When everyone has finished, T asks some groups to role-play in front of the whole class. - T gives feedback and comments. 4. Role-play Example:
19. A: Good morning. Can I ask you some questions? about this festival? B: Yes, of course. A: What is the festival called? B: It’s _____. It’s held in _____. A: Who do you worship at the festival? C: We worship __________ 5. Homework: Asks ss to do homework. - Complete the exercises in their notebooks. - Prepare Skills 1.