Kế hoạch bài học Tiếng Anh 6 - Tuần 17, Unit 5: Around town, Lesson 2.2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 17, Unit 5: Around town, Lesson 2.2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date: 25/12/2022 Period 45 UNIT FIVE: LESSON 2.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to use: + Countable and Uncountable nouns; + Use quantifiers 2. Skill: - Students can improve speaking skill and writing skill. - Students can 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: ODD ONE OUT - Give some set of words (4 words for each set) - Have students do the task: odd one out (find a word which is different from the other three) - Call students to give answers and explain for their answers - Give feedback =>Lead to the new lesson. Odd one out Answer keys 1. chocolate (not a drink) 2. phở (a Vietnamese food – not a foreign food) 3. potato (not a fruit) 4. cheese (not made from flour) 5. spaghetti (not a dessert) Option 2: Food around the world - Have students observe a food map (show on the screen or give handouts)
2. - Have students look at the food map and match food with countries Food: Dim sum, tacos, sushi, cheese burger, pad thai Countries: Thailand, Japan, Mexico, China, The USA - Have students give answers. - Check answers as a whole class. Answer keys Dim sum – China Tacos – Mexico Sushi – Japan Cheeseburger – The USA Pad thai – Thailand => Lead to the new lesson II. Presentation - Grammar: Countable and Uncountable nouns; quantifiers (15’) a. Listen and repeat - Have students look at the picture - Play the audio (CD1 – Track 61), ask students to listen and read the speech bubbles - Play the audio again and have students listen and repeat * Grammar explanation: - Have students read the Grammar box - Ask students to make comments on the black bold quantifiers in the examples - Make explicit: Countable and Uncountable nouns; quantifiers Countable nouns refer to items that can be counted, even if the number might be extraordinarily high (like counting all the people in the world, for example). Countable
3. nouns can be used with articles such as a/an and the or quantifiers such as a few and many Uncountable nouns are nouns that come in a state or quantity that is impossible to count; liquids are uncountable, as are things that act like liquids (sand, air). Abstract ideas like creativity or courage are also uncountable. Uncountable nouns are always considered to be singular, and can stand alone or be used with some, any, a little, and much. - Have some students read the sentences aloud - Have students give some examples using a / an / some or any - Get feedback. III. Practice: b. Fill in the blanks. Use a, an, some or any. - Use the example to demonstrate this activity - Have students use a, an, some, any to fill in the blanks, draw attention to the countable and uncountable nouns - Have pairs check each other’s work - Have students read their answers with the class - Check answers as a whole class Answer keys. 2. a 3. some 4. a 5. some 6. an 7. any c. Look at Alice and Nick and complete the dialogue - Demonstrate the activity, using the example. - Have students look at the picture of Alice and Nick, read the bubbles.
4. - Have students complete the dialogue-using the information from the picture. - Go round and give help if necessary. - Call students to write answers on the board. - Check and correct students’ answers. Answer keys 1. An omelet 2. some pasta 3. I’d like some cola, please 4. I’d like some orange juice, please 5. you like some dessert d. Now, 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: Have students practice the conversation-using their own ideas. - Remind students to use the food and drinks they know in the warm up activity. - Have some students demonstrate the activity in front of the class. - Give feedback and evaluation. IV. Consolidation (2’): * Countable and uncountable nouns, quantifiers 1. A is used with singular countable nouns that begin with a consonant. 2. An is used with singular countable nouns that begin with a vowel. 3. Some can be used with plural countable nouns and uncountable nouns. Some is usually used in positive statements. 4. Any is usually used for plural countable nouns and uncountable nouns in questions and negative statements. V. Homework (2’) - Practice ordering food in a restaurant with a friend. - Do exercises in WB: Lesson 2 - Writing (page 29). - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 43 – SB). ------------------------------------------------------------------------- Period 46 UNIT FIVE: LESSON 2.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use sound changes in the question: “ would you like ?” - order food and drink politely. 2. Skill: Students can improve 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 “Around town”. 4. Competencies: - order food and drink politely.
5. 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: - Have students close all books. - Divide class in 4 groups. - Give extra boards to all groups. - Have students work in groups to write food and drinks they know (as many as possible) in 2 minutes - Call students to hang their extra boards in front of the class - Check and announce the winner - Give a small gift to the winner Lead to the new lesson. Option 2: Arranging - Show some sentences with words not in correct order - Have students work in groups to arrange each set of words to make a meaningful English sentence. 1. would / what / like / drink / you / to? 2. like / dessert / you / what / for / would? 3. like / some / juice / would / have / to / orange / you? 4. what / you / dinner / for / would / like? - Have students read answers - Give feedback. 1. What would you like to drink? 2. What would you like for dessert? 3. Would you like to have some orange juice? 4. What would you like for dinner? => 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 62) - Ask students to listen and pay attention to the sound changes. - Call students to make their comments on the sound changes of the questions: “ would you like ?” - Give feedback, explain the pronunciation feature: “ would you like ?” often sounds like /wədʒʊlaɪk/ - 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 (CD1, track 63), 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. Answer key: What would you like to drink? => Wrong. No connected speech.
6. - 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’): Take turns ordering. Swap the roles and repeat. (Controlled practice) Option 1: - Demonstrate the activity by practicing role-play with a student - Have students retell the structures: Would you like + to infinitive? Would you like + noun? What would you like for + noun? - 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) (free - practice) - 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 and they can use their own ideas - 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 IV. Production - Speaking: What would you like to order? (15’) a. You’re at a restaurant. Work in pairs. Student A, you’re a customer, order some food. Student B, you’re a waiter. Take the customer’s order. - Demonstrate the activity by practicing role-play with a student. - Remind students to use words/ phrases/sounds to get time to think.
7. - Have students work in pairs to role-play the conversation. - Go round and support students. - Have some pairs demonstrate their role-play in front of the class. b. Swap roles. Use the menu from the reading - Have students swap roles and use the menu from the reading. - Remind students to use ways to start a conversation politely. - Ask students to demonstrate the role-play on front of the class. - Give feedback and evaluation. *Extra activity: - Have students watch a video clip about ordering food and drinks in a restaurant as a reference, link: V. Consolidation (3’) * Pronunciation: “ would you like ?” often sounds like /wədʒʊlaɪk/ * Useful structures: Would you like + to infinitive? Would you like + noun? What would you like for + noun? VI. Homework (2’) - Practice using sound changes in the question: “ would you like ?” - Practice ordering food and drinks. - Find out the English names of some Vietnamese food. - Prepare: Lesson 3.1: Social Studies– New Words and Listening (page 44 – SB). ------------------------------------------------------------------------- . Period 47 UNIT FIVE: LESSON 3.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - know more vocabularies about food and ingredients. - know more information about some food around the world. 2. Skill: Students can improve the use of English, speaking and listening skills. 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: - eat healthy food.
8. 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: Dishes and ingredients - Divide the board into 2 parts: Dishes and Ingredients - Explain the word “ingredients” - Prepare some pictures about food and ingredients - Have students work in groups to decide which pictures are dishes and which ones are ingredients - Have students hang them on the board - Check and have students give names of the dishes and ingredients (as many as they can) - Give feedback and lead to the new lesson. Answer key Dishes: pasta, sandwich, hamburger, pizza, beefsteak, soup Ingredients: beef, spring onion, pork, vegetables, herbs, vinegar Option 2: Dishes and ingredients - Have students work in groups to choose right ingredients that go with each dish - Remind students that some ingredients can go with more than 1 dish - Have students give answers - Give feedback and lead to the new lesson Answer keys 1. Bún Bò Huế: beef, onions, herbs, noodle, vegetables 2. Sushi: raw fish, onions, herbs, pickled ginger, salmon, rice 3. Cheese burger: grilled pork, egg, onions, herbs, vegetables, cheese
9. II. Pre - Listening: Vocabulary (15’) a. Fill in the blanks. Listen and repeat - Demonstrate the activity using the example. - Have students look at the pictures and fill in the blanks with the words in the box. - 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 64). Have students listen and repeat. - Call some students to read the words again. - Correct students’ pronunciation if necessary. Answers keys. 2. lamb 3. grill 4. herbs 5. seafood 6. beef 7. fry 8. pork 9. fish sause b. Take turns to use the words in sentences Option 1: - Demonstrate the activity using the example - Have students take turns to make sentences with the new words they have learnt. - Call students to give answers - Give feedback and evaluation Option 2: - Have work in groups and make sentences with the new words they have learnt. - Have groups write their answers on the board - Check and correct Ss’ mistakes - Give feedback and evaluation III. While - Listening (10’):
10. a. Listen to a man talking about popular food from around the world. Who is the speaker? a student / a customer or a chef? - Have students look at the request of the task. - Play audio (CD1 – Track 65). - Have students listen and answer the question by circling the right option. - Check answers as a whole class. Answer key A chef b. Listen and fill in the blanks, then match with the correct pictures - Have students read the task and make a guess which words to be written in the spaces. - Demonstrate the activity. - Play audio (CD1 – Track 65) again. - Have students listen and fill in the blanks. - Call students to read their answers. - Check answers as a whole class. - Have students match the information with the correct pictures. - Check answers as a whole class. Answer key IV. Post – Listening: Useful language (10’) - Listen then practice Option 1: - Have students look at the Useful Language box - Explain the structure: What do people make it with?
11. - Play audio (CD1 – Track 66) - Have students practice the useful language - Call some pairs to present, give feedback and evaluation Suggested conversation A: What’s cheese burger? B: It’s a dish from the USA A: What do people make it with? B: grilled beef / pork, onions and cheese Option 2: - Follow the same steps as option 1 - Have students practice the conversation, using other vocabularies from “New words” and Listening”, and their own ideas - Have students act out the conversation as naturally as they can (without using the textbook) - Give feedback and evaluation V. Consolidation (3’) * Vocabularies about dishes and ingredients * Structures: What is + name of the dish? What do people make it with? VI. Homework (2’) - Practice asking and answering about dishes and ingredients. - Do exercises in Workbook: Lesson 3 - New words – Listening (page 30). - Prepare: Lesson 3.2 – Reading, Speaking and Writing (page 45 – SB). ENGLISH 8 Planning date: 25/12/2022 Period 45 UNIT 6: FOLK TALES. Lesson 4: Communication A. AIMS OF THE LESSON: By the end of the lesson, ss will be able to know I. Knowledge - to use the functional language in everyday life contexts. - express their owns views about folk tale by writing an ending for the fairy folk tales II. Ability: - Students can improve their vocabulary (extra words related to the topic) their grammar (Past continuous & Past simple) improve their speaking and writing - Ss can improve communication, ability to use language, self-study, creative (make dialogue) co-operation (work in pair). III. Quality: - Students have positive attitude in English language learning to participate in all classroom activities with the topic “Folk tales” - Build their love for country - Build for good habits B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student books, notebooks, workbooks.
12. C. PROCEDURES I. Warm up: Kim’s game: - T divides the class into two groups. - T shows ss pictures with characters in the folk tales and asks ss to have a quick look, then write on the board. - The group has more words will win the game. Fairy Characters in the folk tale II. Pre - speaking Activity 1: Pre - question - What fairy tales did you like to read when you were very little? - How fairy tales are structured? Today, we are going to do some activities with a fairy tale. Please think of what information is normally at the beginning, in the middle, and at the end of a fairy tale. Activity 1: Matching - Ask ss to work in pairs and match the words with their meanings A B - granny (n) to cry or say something loudly and usually on a high note - scream (n) grandmother - swallow (v) to cause food/ drink to pass the mouth into the stomach III. While – speaking Activity 1: Labeling - T asks ss work in groups - give each groups the part of the fairy - aks ss to read and label on the board in order - T confirms the correct answers. - Which group has more correct words will win - T asks ss to make one sentences with each picture (if time allows) 1.h 2. a 3.e 4.f 5.d 6.c 7.b 8.g IV. Post - speaking Activity 1: Retell the fairy tale: - Ask ss to work in group of six, in turn retelling the fairy tale to the group member in their own words. - Set a three-minute time limit per story and have one group member keep time. - Then they can choose the best storyteller in their group. Activity 2: Speaking - Ask ss to work in groups, discussing and writing an ending for the fairy tale. - Encourage then to have fun and be creative. - Choose a student from each group to present the ending to the whole class. - After each student has finished, invite some comment from ss in other groups. - T makes some comments and corrects Ss’ mistakes if there are any. - Have ss vote for the best fairy tale ending. - Give your opinions about cooking, collecting stamps, collecting glass bottles, watching TV and gardening V. Homework - Retell the folktale - Write a paragraph about your favorite tales
13. Period 46 UNIT 6: FOLK TALES. Lesson 5: SKILL 1 A. AIMS OF THE LESSON: By the end of the lesson, ss will be able to know I. Knowledge - Have a brief overview about the topic “folk tales”. - Use the lexical items related to the topic “folk tales”. - Read for general and specific information about folktales II. Ability: - Students can improve their vocabulary (extra words related to the topic); improve their reading, speaking and writing. - Ss can improve: Communication, ability to use language, self-study, creative (make dialogue) co-operation (work in pair). III. Quality: - Students have positive attitude in English language learning to participate in all classroom activities with the topic “Folk tales” - Build their love for country - Build for good habits B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURES I. Warm up: Guessing Game: What story is it? These words related to the story: two brothers, fruit, bag, eager, gold, sea =>The Starfruit Tree II. Pre -reading Activity 1: Pre - vocabulary: - Ask ss to scan the passage to find the words in the box. - Help Ss work out the meanings of these words from the context. - fortune: a large amount of money. - Starfruit Tree: tree with green fruit shaped like a star.
14. - ripe: ready to be eaten. - filled: put gold into the gab until there is no more space. - replay: pay back - load: something that is being carried. Activity 2: Pre – question - Have you ever read the fable “The starfruit” II. While reading Activity 1: Answer the questions: - Ask ss to read the text again and answer the question individually. - Have ss compare the answers with a classmate. - Call some ss to write the answers on the board and asks them to explain their answers. Sts can either paraphrase the original information from the text or read out loud the part of the text where the answer to each answer is located - T: confirm the correct answers. 1. He gives his younger brother only a star fruit tree. 2. The eager promised to repay him in gold. 3. He offered to swap his fortune for his brother’s starfruit tree. 4. He filled a very large bag and all his pockets with gold. 5. He was dropped (by the eagle) into the sea. Activity 2: Gap – fill - asks ss to read all the sentences and decide which word form the blanks need. - asks ss to work in groups, without reading the text again complete the - asks ss compare the answers with a partner. - check and confirm the correct answers from the text. III. Post - reading: Activity 1: Speaking - Ask sts to work individually to read the stories summarizes. - Ss work in pairs, asking and answering about the stories - T goes around the class to provide help. - Call ss to answer the questions. Activity 2 Game: Who am I? - First, remind ss of the words to describe characters or creatures in the fairy tales/legends/fables. - Ss play in groups of five. - One member choose a character in any of the stories in 4. - The others ask Yes/No questions to discover who that person is. - T goes around to provide support. IV Homework - Learn new words by heart - Write a paragraph about your favorite tales Period 47 UNIT 6: FOLK TALES. Lesson 6: Skills 2 A. AIMS OF THE LESSON. 1. Knowledge: By the end of the lesson, sts will be able to: - Use lexical items related to the topic “ folk tales ” - Listen for specific information in a fairy tale
15. - Write a narrative of legend / folk tale/ fariy tale/ fable - Practice listening and writing with the lexical items related to the topic “folk tales ” 2. Ability. - Develop team-working skills through learning activities - Students can improve their 4 skills (Main skills: Listening and writing; Sub-skill: Reading) - Students can develop the ability to cooperate with their partners, to self-study. 3. Quality - Students have positive attitude in English language - Students can show their kindness to their hometown, love for people around. B.TEACHING AIDS. - Teacher’s aids: student’s book and teacher’s book, class CD, projector/laptop/TV. - Students’ aids: Student’s book, notebook, workbook. C. PROCEDURES I. Warm up T writes the word ‘ fairy tale’ on the board as the centre of a word web and asks volunteers to come up and add any words or phrases to the word-web connected with the topic of ‘fairy tale’. (Accept all ideas and don’t correct anything. Then tell Ss they are going to listen to a fairy tale.) II. Pre- listening * Guessing - First, have Ss cover the right side of the page where the story is written out in the green box. - Ask Ss to read the statements carefully and underline the words that are not correct in each sentence.. - Call two or three Ss to write their answers on the board. - Get Ss to read the story carefully guess the missing words. III. While - listening. Activity 1. Fill in the missing words - Play the recording and have Ss find the missing words as they listen. Ss can share their answers with their partners. - T may play the recording more times until Ss have chosen all their answers. Call some Ss to write their answers on the board. Key: 1. castle 2. give gold 3. with anger 4. breath 5. strong back Activity 2. Correcting the statements - Have ss work in pairs and give the correct answers. - T calls some students to say aloud in the class. Key: 1. Once upon a time, there was a king, a queen and a princess. 2. Once night an ugly orge captured the princess and put her in his tower, 3. One day a dragon heard the princess cry for help. 4. At the end of the story, the dragon married the princess IV. Post listening Writing task
16. - Ask Ss to refer back to the reading passage in Skills 1 for useful language and ideas, and note some necessary expressions and languages on the board. - Have ss work in groups to make notes about one of their favorite fairy tales. They can invent their own story. - Ask Ss to work ii groups to write the fairy tale. T can display all or some of the stories on the wall/ board. Other Ss and T give comments. Ss edit and revise their stories as homework. V. Homework - Rewrite the story. - Prepare for Looking back and Project.