Kế hoạch bài học Tiếng Anh 6 - Tuần 14, Tiết 42: Around town, Lesson 1.2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 14, Tiết 42: Around town, Lesson 1.2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date: 18/12/2022 Period 42 UNIT FIVE: 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. Attribute: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Around town”. 4. Competencies: - choose and buy clothes for themselves with suitable prices 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: Units of Currency - Have students write name of the country/ region in the box under each unit of currency. - Call students to give answers. - Check students’ answers, give feedback. - Have students read the units of currency, help them pronounce the units of currency correctly. Answers key Read the units of currency 1. England: pound 2. Japan: Yen 3. Korea: Won 4. The USA: dollar 5. Europe: Euro 6. Malaysia: Ringgit (Ringgit Malaysia) Option 2: Vocabularies about clothes - Have students give names of the clothes.
2. Answers keys - Help students pronounce the words correctly. Lead to the new lesson. II. New lesson  Activity 1: Grammar: Demonstratives and Object Pronouns “it”/ “them” (17’) a. Listen and repeat - Have students look at the picture - Play audio (CD1 – Track 57) and have students listen and read the speech bubbles. - Play audio again and have students listen and repeat. Grammar box * Option 1: - Have students look at the grammar explanation - Have students look at the box with the different forms. - Explain more about demonstrative: this, that, these, those, using objects around the class. - Explain: Asking about price: How much is / are ? What is the price of ? How much does + name of clothe + cost? - Have students look at the Object Pronoun “it”, “them” - Have some students read the sentences in the Grammar Box aloud. - Ask students to give more examples using demonstratives and object pronouns “it”, “them”. Option 2: - Have students close books - Give some model sentences, explain demonstratives this, that, these, those, using things around the class
3. - Call students to give answers, give feedback - Then, have students open their books and look at the questions in the speech bubbles, ask students to make comments on the way the girls use to ask and answer about the price. - Let students read the grammar box - Have students give more examples of demonstratives and object pronouns “it”, “them”, encourage students to make sentences with their own ideas. - Give feedback and evaluation  Activity 2: Practice b. Read the sentences. Circle the correct words - Demonstrate the activity, using the example - Have students read the sentences and circle the correct words - Have students work in pairs to check each other’s work - Have some students share their answers with the whole class - Check, correct students’ answers Answer key: 1. those 2. this 3. it 4. these 5. them 6. those 7. that c. Complete the dialogue with this, those, it or them. - Demonstrate the activity, using the example. - Have students read the dialogue, then complete it with this, those, it or them. - Have students work in pairs to check each other’s work. - Have some students share their answers with the whole class. - Check, correct students’ answers Answer key: 1. this 2. it 3. those 4. them 5. them d. Practice the conversation with your partner. Option 1: - 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 evaluation. Option 2: - First, follow the same steps as option 1 - Then, have students role-play: Buying clothes in a clothing store (choosing clothes, asking about prices, ) - Encourage students to use phrases to start a conversation to offer help and use their own ideas to make the conversation more interesting and natural. - Call students to demonstrate the activity in front of the class. - Give feedback and evaluation. III. Consolidation (2’) * Demonstratives: This / That: for singular nouns These/Those: for plural nouns This / These: for things close to the speaker That / Those: for things further away to the speaker * Asking about price: How much is / are ? What is the price of ? How much does + name of clothe + cost? *Object pronouns: “it” for singular nouns. “them” for plural nouns
4. IV. Homework (2’) - Make 3 sentences, use the demonstratives and object pronouns. - Do exercise in Work Book: Lesson 1.2 - Grammar (page 27). - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 40 – SB). ------------------------------------------------------------------------- Period 43 UNIT FIVE: LESSON 1.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use sound changes in the question: “Do you have ?” - ask about clothes and prices when shopping. 2. Skill: Students can improve Speaking skill. 3. Attribute: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Around town”. 4. Competencies: - choose and buy clothes for themselves with suitable prices 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: Asking about prices - Show pictures about clothes and prices, have students ask and answer about the prices. - Call students to give answers. - Give feedback, correct students’ answers if necessary. Lead to the new lesson. Answers keys 1. How much is the yellow hat? => It’s VND 30,000 2. How much is the white dress? => It’s 20 dollars 3. What is the price of the blue shirt? => It’s 30,000 won 4. How much does the red sweater cost? => It’s 10 pounds. Option 2: Clip: In the shop - Show a video clip about buying clothes / things in a store. (Teacher only plays 1 minute 20 seconds)
5. Link: - Have students watch the clip and remember: What do they buy what are the prices? - Call students to give answers. - Give feedback, check answers as a whole class. Answers keys They buy: a doll (five hundred won) a toy car (two hundred won) a kite (5 dollars) a hat (10 dollars) Lead to the new lesson. II. Presentation: Pronunciation (10’) a + b. Listen. Notice the sound changes of the underlined words - Play the recording (CD1, track 59). - Ask students to listen and pay attention to the sound changes. - Call students to make their comments on the sound changes of the questions: “Do you have ?” - Give feedback, explain the pronunciation feature: “Do you have ?” often sounds like /dʒə hӕv/ - 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’):
6. 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 used when giving something to someone: Here you are Phrasal verb: try on (to put on (clothes etc) to see if they fit) - Have pairs practice the conversation - Call some pairs to read in front of the class - Have pairs swap roles and repeat-using the information on the right. - Have some pairs demonstrate the activity in front of the class - Check Ss’ 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 text book; 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 – Clothes shopping (14’)
7. a. You’re shopping for clothes. Work in pairs. Student B goes to page 121, file 4. Student A is a customer. Choose 3 items below and note the size and color you want. Ask sales assistant. - Demonstrate the activity by practicing role-play with a student. - Remind students to use the sound changes in their conversation. - Have student A stay on the current page and student B turn to page 121, file 4. - Have student A choose 3 of the items below to buy and write the size and color they want on the lines - Have students ask and answer - Have some students demonstrate the role-play in front of the class - Give feedback and evaluation b. Swap the roles and repeat. You’re a sales assistant at a store. You have the clothes below. - Have students swap the roles and repeat. - Have some students demonstrate the role-play in front of the class. - Give feedback and evaluation. c. In groups, discuss the items you bought and how much you spent - Have students work in groups. - Have students discuss the items they bought and how much they spent. - Have some students share their findings with the class. - Give feedback and evaluation. V. Consolidation (3’): * Pronunciation: “Do you have ?” often sounds like /dʒə hӕv/ * Some useful languages Can I help you? Here you are Try it on VI. Homework (2’) - Practice using sound changes in the question: “Do you have ?” - Practice asking and answering about buying clothes. - Prepare: Lesson 2.1: New Words and Reading (page 41 – SB).
8. ------------------------------------------------------------------------- . Period 44 UNIT FIVE: LESSON 2.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - know more vocabularies about food and drinks. - order food and drinks in a restaurant. 2. Skill: Students can improve their 4 skills (Main skill: Reading) 3. Attribute: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Around town”. 4. Competencies: - choose and buy clothes for themselves with suitable prices 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: Food and drinks - Show pictures of some food and drinks - Have Ss give names of the food and drinks - Call Ss to give answers - Give feedback - Lead to the new lesson Answer keys Option 2: Design Menu
9. - Have students close all books - Divide class into 4 groups - Give out a piece of paper to each group and show some food, drinks and desserts on the board / screen - Have students work in groups to put the words in right category and design their menu. - Have students hang their menus on the board. - Check students’ work and have class vote for the best menu. - Give a small gift to the winner. => Lead to the new lesson. II. New lesson:  Activity 1: Vocabulary (17’) a. Match the words with the pictures. Listen and repeat. Option 1: - Demonstrate the activity, using the example in the book. - Have students look, read and match the words with the pictures, using the words in the box - Ask students to work in pairs to check their answers with their partners. - Check answers as a whole class. - Play the audio (CD1 – Track 60) for students to listen and repeat. - Call some students to read the words again, correct their pronunciation and stress. Answer key: 1C 2D 3F 4B 5E 6A Option 2: - Follow same steps as option 1. - Give students an extra activity (Vocabulary checking).
10. - Have students close all books. - Use other pictures (different pictures from those in the book) to help students remember the new words they have learnt. - Have students look at the pictures, then use the vocabularies in New Words to match with the right pictures. - Ask students to give answers. - Check answers as a whole class. Answer key: 1e 2a 3f 4b 5c 6d b. Ask and answer (about things you order in a restaurant) Option 1: - Have students work with a partner to say what food and dessert they often order in a restaurant. - Encourage students to use more food and drinks (besides those in the textbook). - Have some students share their ideas with the class. - Give feedback and evaluation. Option 2: (for class with better student) - Have students work n groups to ask and answer about ordering food and drinks in a restaurant. - Encourage students to be creative and use their own ideas to make the conversation more interesting and natural. - Call some students to demonstrate the activity in front of the class. - Give feedback and evaluation. Suggested conversation A: How often do you have meal in a restaurant? B: Not very often. I usually eat out in a restaurant with my family once every two months. A: What food do you often order in a restaurant? B: I often order pizza. Sometimes we order beef steak, and my brother orders hamburger. A: Sounds great! What do you often have for dessert? B: My mom and I love yogurt; my dad and brother like cakes. A: How about drinks? B: I love cokes but it’s not good for our health, so I order mineral water.  Activity 2: Reading (18’).
11. a. Ben and Jane are at a new restaurant. Do they enjoy their meal? - Explicit the structure: (What) would you like + to infinitive I’d like (I would like) + to infinitive - Have students read the dialogue. - Have students circle the correct answer. - Have students give answer, explain for their answer. - Check answers as a whole class. Answer key: Yes b. Tick ()the things they ordered on the menu Option 1: - Demonstrate the activity. - Have students read the dialogue again and tick the things they ordered on the menu - Check answers as a whole class. Answer key: chicken pasta, hamburger, orange juice, cola, ice cream, cupcake Option 2: - Have students read the dialogue and answer the questions: 1. What food and drink does Ben order? 2. What food and drink does Jane order? 3. How much do they have to pay for the meal? 4. Do they enjoy the meal? How do you know? - Have students give answers (write on the board or read) - Check answers as a whole class Answer keys 1. Ben orders some chicken pasta, orange juice and some ice cream. 2. Jane orders a hamburger, a cola and a cupcake. 3. They have to pay $45.5 for the meal. 4. Yes, they do. They say: “That was a great meal” and “We should come here again.” III. Consolidation (3’) * Vocabulary: About ordering: order, check, tips, change, menu, desert, starter,
12. About food and drinks: pizza, pasta, hamburger, sandwich, fries, orange juice, coke, ice-cream, cupcake, yogurt, * Structures: (What) would you like + to infinitive I’d like (I would like) + to infinitive IV. Homework (2’) - Learn by heart the new words. - Do exercises in Workbook: Lesson 2.1 - New words – Part a, b, c (page 28) and Listening (page 29). - Prepare: Lesson 2.2 – Grammar (page 42 – SB). ------------------------------------------------------------------------- ENGLISH 8 Planning date : 18/12/2022 Period 42 Unit 6 : FOLK TALES Lesson 1 : Getting started A. AIMS OF THE LESSON I. Knowledge by the end of this lesson, SS will be able to - listen and read the conversation between Duong and Nick about folk tales and then do some related exercises. - use lexical items related to characters in a folk tales, adjectives describing characters - make use of the learnt words and some expression to ask and answer about the folk tales II. Ability: - Students can improve their vocabulary, grammar and improve listening, writing, reading and speaking skills. - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving, ability to use of language. 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 people, hometown, country B. TEACHING AIDS - Lesson plan, PPT slides, Student’s book, workbook, e-book, personal computer, projector/TV, speakers, English ‘s classroom C. PROCEDURES I. Warm up: - Ask ss to look at the pictures and match the name with the pictures. - Have SS work in pairs to match the worlds/ phrases to the pictures - Ss share answers with another pairs Answer keys: 1. Tam Cam 2. Lac Long Quan and Au Co 3. Saint Giong -> Today we are going to learn about folk tales II. Pre-reading Activity 1: Pre - teach vocabulary - Ask ss to work in pair and match the words with their meaning. A B Title the people the story is about Genre the content of the story
13. Main characters the name of the story Plot the type of story it is Legend An ancient story about brave people or magical events that are probably not true Folktale An imaginary, short that teaches a moral lessons; typically using animal characters Fable A very old, traditional story from a particular place that was originally passed on to people in a spoken form Fairy tale an ancient story about brave people or magical events that are probly not true Activity 2. Pre - question * Set the scenes: - Look at the title of the conversation and the picture. - Ask them some questions: Where are the children? What do you think they are doing? - Ss answer the questions as a class. - Play the recording and have Ss follow along III While - reading Activity 1: Multiple choice - T divides class into 2 teams - T ask Ss to do Ex a - T shows the questions - Which group has more correct answers will win Activity 2 : Complete the table T asks Ss to work in pairs and complete the table - Asks them to write answers on the board -Asks sts to add more words to the table - Ss add more words to the table. Title Lac Long Quan, Au Co Genre Legend Main Lac Long Quan, Au Co and their sons character The plot - Lac Long Quan married Au Co. - Au Co gave birth to 100 baby boys. - LLQ missed the sea. - LLQ took fifty of their sons to the sea. - Au Co took others to the mountains. IV Post - reading Activity 1: Exclamatory sentences - Have ss discuss the questions in groups What ‘s an interesting legend it is? - Then, draw ss’ attentions to the structure, meaning and the use of exclamatory sentences by analyzing the instructions and examples in the remember box. - Ask ss write these words and phrases on the poster 1. handsome/man./2.interesting/game. / 3. good/news. / 4. lovely/dogs. / 5. brave/women - Hang the poster on the board. Aks ss to read and check Activity 2: Speaking
14. - Asks ss to work in groups - Asks ss to think of a legend, folk tales, fable or fairy table. Title Genre Main characters Plot - Ask other groups ss to asks the questions to guess the title of the story Questions: What kind of story is it? Who are the main characters? What ‘s it about? V. Homework: - Learn by heart all the new words. - Do Ex in Workbook - Prepare: Closer Look 1 - Collect pictures, songs, clips talking about the folk tales 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 *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
15. 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 - 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 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.
16. 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. 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:
17. a. Describing the pictures 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