Kế hoạch bài học Tiếng Anh 6 - Tuần 20, Unit 6: Comumunity services - Lesson 1.2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 20, Unit 6: Comumunity services - Lesson 1.2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date : 29/1/2023 Period 56 UNIT SIX: COMMUNITY SERVICES LESSON 1.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to know how to use definite and indefinite articles and prepositions of place. 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 about the topic “Community services” conducted by the teacher 4. Competencies: - improve the use of language. - develop the ability to communicate and cooperate with their partners, to self-study B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Ask students to talk about community services near their houses. * Possible questions: 1.What are there near your house/ neighborhood? 2. Is there a stadium near your house? ...... Lead to the new lesson. II. New lesson  Activity 1: Grammar: Articles (a/ an/ the) and Prepositions of place (17’) a. Listen and repeat - Have students look at the picture - Play audio (CD2 – Track 03) and have students listen and read the speech bubbles. - Play audio again and have students listen and repeat. Grammar box - Have students look at the grammar explanation. - Have students look at the box with the different uses and examples of articles and preposition of place, and copy them into their notebooks. Ex: Is there a train station near here? The train station is on the Queen's Street. It's next to the park. It's between the police station and the hospital. It's opposite the post office.
2. - Read the sentences aloud. Activity 2: Practice b. Circle the correct word. - Explain the task. - Have students to read the sentences and circle the correct words. - Give feedback and correct the answers. - Have students read the sentences and circle words individually. - Share their answers with their peers, and then the class. Answers keys: 1. a 2. the 3. opposite 4. a 5. the 6. between  Activity 2: Speaking (18’) c. Look at the map and complete the sentences. III. Consolidation (2’) - Summarize the grammar points presented IV. Homework (2’) - Practice asking and answering about community servic es with a partner. - Ask students to look at the map, read the conversation and complete the words. - Have students work in pairs to check answers. - Give feedback and correct the answers. Answer keys: 2. movie theater 3. it 4. train station 5. It 6. the hospital d. Now, practice the conversation with your partner: - Ask students to practice the conversation using the maps given. - Call some pairs to deliver the conversation in front of the class.
3. * Production/ free practice - Encourage students to make their own dialogues. - Ask students to demonstrate the conversations in pairs in front of the class. - Ask students to role play to ask and answer about community services near their houses, neighborhood using the articles and preposition of place. - Give feedback if necessary. - Do exercise in Work Book: Lesson 1.2 - Grammar (page 33). - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 48 – SB). ------------------------------------------------------------------------- Period 57 UNIT SIX: LESSON 1.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - pronounce the /st/ sound correctly - talk about public services in their town 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 “Community services” conducted by the teacher. 4. Competencies: - have awareness of protecting/ saving the environment 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’) - Have students talk about community services near where they live. - Go around the class and give support if any. Example: Is there a supermarket...near your house? Lead to the new lesson. II. Presentation: Pronunciation (10’) a. Focus the /st/ sound. - Briefly explain the pronunciation b. Listen to the words and focus on the underlined letters. - Play the audio and draw attention to the pronunciation of the sound of the underlined letter (CD2 - 04) c. Listen and repeat. - Play the audio again and ask students to listen and repeat the words given. - Correct the mistake if necessary.
4. d. Read the words with the correct sound to a partner. - Have students work in pairs taking turn saying the words. - Walk around and correct the mispronunciation if any. III. Practice (10’): a. Practice the conversation. Swap the roles and repeat. (controlled practice) - Set the context for the speaking task. - Demonstrate the activity by practicing the role - play with a student. - Have student practice the conversation. - Ask students swap the role and repeat. - Have students demonstrate the conversation (Teacher should ask some weaker pairs to practice) b. Practice. with your own ideas. (For better students) - Have students practice the conversation with their own ideas. Swap roles. - Give support if any. IV. Production - Speaking – Is there a Library near Here? 1. Objective: To ask and answer about community services in a new town. 2. Content: Working in pairs/ Role-play activities 3. Products: Students can use the language learnt in the lesson in communication. 4. Organization of the activity: a. You’re visiting a new town. Work in pairs. Student A, stay on this page and answer Student B’s questions about Maple Falls. Students B, go to page 122 (File 5) - Set students ready for the activity by checking if they really know what they are going to do. - Have students review the target language learnt earlier so that weaker students can catch up with the other students. - Remind students that they should pay attention to their pronunciation and the conversation skills.
5. - Demonstrate a role play activity with a faster S using the cues given in the book. - Have students practice speaking the conversations in pairs. - Go around the class and give support if any. - Have some pairs demonstrate the role- play in front of the class. b. Student A, look at the map of Fair View and ask about these places: post office, library and train station. Add them to the map. - Have students get ready for the task. - Have students practice the conversation. - Have some pairs role-play the conversation in front of the class. - Go around and give support if any. - Give feedback. V. Consolidation (3’): * Pronunciation: /st/ sound * Some useful languages Is there a_________? – Yes, there is. VI. Homework (2’) - Practice /st/ sound. - Practice asking and answering about public services in their town. - Prepare: Lesson 2.1: New Words and Reading (Page 49 – SB). Period 58. UNIT SIX: LESSON 2.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - learn and share tips on how save the environment - use positive and negative imperatives 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 about the topic “Community services” conducted by the teacher. 4. Competencies: - have awareness of protecting/ saving the environment 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’) 1. Objective: Students will be able to talk about how they keep the environment clean. 2. Content: Talking about how to keep the environment clean. 3. Product: Students understand and have general ideas about the topic “saving the environment” 4. Organization of the activity: - Ask students some questions about how to keep the environment clean. / The ways they have done to protect the environment. - Have students work in pairs.
6. - Elicit answers from students. - Ask students to listen to the song and see what we can do to save our planet. => Lead to the new lesson. II. New lesson:  Activity 1: Vocabulary (17’) 1. Objective: To use some words about the environment. 2. Content: Filling in the blanks. Listening and repeating. Matching the underlined words to the definition. Listening and repeating. Saying what things you reuse. 3. Products: Students know how to use things we reuse to protect the environment. 4. Organization of the activity: a. Fill in the blanks. Listen and repeat. - Have students look at the vocabulary, the pictures and guess which word to go with which picture. - Have students work in pairs and cross check the answers. - Check the answers with the whole class. - Have students listen to the new words and repeat. - Have students practice saying new words with a partner. - Give feedback. * Answer keys 1. trash 2. plastic bottles 3. can 4. glass jar 5. plastic bag b. Match the underlined words to the definitions. Listen and repeat.
7. - Ask students to do read all the sentences and do the matching individually - Have students work in pairs to cross check the answers - Give answers to the whole class - Have students listen and repeat - Give feedback and correct - Check answers: 1. c 2. d 3. b 4. A c. Say what things you reuse. - Give example: I reuse plastic bottles. - Ask students to say what thing they reuse in pairs. - Have some students share what the reuse in front of the class.  Activity 2: Reading (18’). 1. Objective: Students will be able to read and understand Sally blogs about saving environment. 2. Content: Reading her tips and writing "True" and "False" 3. Products: Students know and have general ideas/ tips to save the environment, read for details. 4. Organization of the activity: Sally blogs about saving environment. Read her tips and write "True" and "False". - Have students read the instruction, underline the key words telling them what they are going to do. - Ask students to read all the statements given and underline the key words. - Ask students to scan the text to find either key words which are in the statements or their synonyms/ antonyms and decide if each statement if True or False - Have students work in pairs to cross check the answers. - Check the answers with the whole class. - If there is time, have students correct the false statement(s). - Encourages students to give their own tips on how to save the environment. * Answers keys 1. True 2. True 3. False 4. True III. Consolidation (3’) Guide students to do the tasks assigned. - T guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the next lesson. IV. Homework (2’) - Learn by heart the new words.
8. - Do exercises: New words a, b/ pages 34 (workbook) Listening: Listen and tick/ page 35 (workbook) - Prepare: Lesson 2.2 – Grammar (page 50 – SB). ------------------------------------------------------------------------- ENGLISH 8 Period: 56 UNIT 7: POLLUTION Lesson 2: A closer look 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit. 2. Skills: Drill listening ,speaking , writing 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: words related to the topic. 2.Grammar: exclamatory sentences. III. Teaching aid: lesson plan , visual pictures IV. Procedures Warm – up.( 5’) Ask Ss to call out the types of pollution they learnt in the previous lesson. Tell them that in this lesson they are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution. B.Vocabulary 1. Complete the table with appropriate verbs, nouns, and adjectives. Have Ss look at the table in the book. Make sure that they understand what to do. Ss complete the exercise individually and then compare their answers with a partner. Call on some Ss to write their answers on the board. Check their answers. Key: 1. Poison 2. Contaminate 3. Pollution 4. Polluted 5. Death 6. Damaged 2. Complete the sentences with the words from the table in 1. You do not need to use all the words. The first letter of each word has been provided. Have Ss read each sentence silently to have a general understanding and decide which word form should be put in each blank. For example, the word to be filled in the blank in sentence 1 is an adjective. Point out that the provided letter is a clue to help them find the word. Ss do the exercise and then compare their answers with a partner. Call on one or two Ss to give out the answers before confirming the correct ones. Key: 1. Poisonous 2. Pollutants 3. Dead 4. Contaminated 5. Damage 6. Pollute Have Ss look at the language box. Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learn so, because of. Quickly go through the rest of words/ phrases as follows: - Because/ since and due to/ because of are used to talk about the causes of something. Because and since are synonyms and they come before a clause. Due to and because of are synonyms and they come before a noun phrase. Have Ss read the example sentences and underline the clause or noun phrase. - Other words and phrases in the box express the effects of something. So comes before a clause.
9. To cause, to lead to and to result in are synonyms and come before a noun phrase.To make Sb/ sth do sth is another way to express the effects. After somebody/ something is an infinitive verb without to. Have Ss read the example sentences and underline the clause, noun phrase, or infinitive. For more able Ss, T may have Ss read the sentences and explain the rules themselves by using the words and phrases. The words and phrases in the box express cause and effect relationships. - so, because of. - Because/ since and due to/ because of are used to talk about the causes of something. Because and since are synonyms and they come before a clause. Due to and because of are synonyms and they come before a noun phrase 3a Decide which sentence in each pair of sentences is a cause and which is an effect. Write C (for cause) or F (for effect) next to each sentence. Note that the words in brackets relate to Activity 3b. Ask Ss to read the each pair of sentences and decide which sentence is an effect. Ss compare their answers with a partner before giving the answers to the teacher. Confirm the correct answers. b. Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship. Use the cause or effect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences. Ask Ss to read the example. Ask them what changes they can see in the sentence. T may have Ss look at the language box again to remind them of the structures. Now Ss have to combine each pair of sentences in 3a into a complete sentence using the word/ phrase in brackets. To save time assign sentences 2 to 5 to different Ss and have Ss word only these. Call on some Ss to write their sentences on the board and correct them carefully. T can ask Ss to write all the sentences at homework. 2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants. 3.Households dump waste into the river so it is polluted. 4. Since the parents were exposed to radiation their children have birth defects. 5. We can’t see the stars at night due to the light pollution. 4. Work in groups. Look at the pairs of pictures. Give as many sentences as possible to show cause/ effect relationships. Have Ss look at the pictures in 1. Ask Ss which picture shows the cause and which shows the effect. Then ask them to read the example sentences and pay attention to the cause/ effect words or phrases. Ss work in pairs to write sentences showing cause/ effect relationships. For a more able class, T may have Ss do the whole exercise. With other classes, just ask Ss to work with the pair of pictures in 2. Ask ss to identify the picture showing the cause and the one showing the effect. Then together make up sentences, using the cause/ effect words or phrases. The rest can be done as homework. This activity can also ba carried out as a game. Divide the class into 12 groups. Two groups work with the same pair of pictures in 2, 3 or 4. In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper. When time is up, the group with the most sentences is the winner. They stick their sheet of paper on the board and read the sentences aloud. Other groups and T givens comments. Other groups can add any sentences they have. T may Ss’ work home to mark it. Suggested answers: 2. The soil is polluted, so plants can’t grow.
10. 3. We won’t have fresh water to drink because of water pollution. 4. We plant trees, so we can have frest air. Pronunciation Stress in words ending in – ic and – al. Ask Ss to look at the rules in the box and the examples. Go through the rules with them. For a more able class, have Ss give some more examples. 5. Listen and mark the stress in each word, then repeat it. Play the recording for Ss to tress the words. Ask some to say where the tress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Sts to pronoun. 1. ar’tistic 6. ’physical 2. ath’letic 7. he’roic 3. his’toric 8. po’etic 4. his’torical 9. bo’tanic 5. ’logical 10. Bo’tanical 6. Underline the words ending in –ic and circle the words ending in –al in the following sentences. Mark the stress in each word. Listen and check your answers, then repeat the sentences. Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again for Ss to repeat the sentences. Ask some Ss ro read out the sentences. Ask students to complete all the exercises 1. scien’tific 2. ’national 3. ’madical 4. ’chemical 5. dra’matic Homework: Learn by heart vocabulary Prepare unit 7 lesson 3(A closer look 2) Period: 57 UNIT 7: POLLUTION Lesson 3: A closer look 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - know how to use the grammar points correctly. 2. Skills:speaking , writing 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: words related to the topic. 2.Grammar: Conditional sentences type 1& 2. III. Teaching aid: lesson plan , visual pictures IV. Procedures Warm – up.( 5’): Conditional sentences type 1: review Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.
11. Conditional sentences type 1 If + subject + V (present simple), subject + will/ can/ may.. + V (bare infinitive) Ex: If I have a lot of money, I will buy a bog house. Presentation (10’) 1. Put the verbs in brackets into the correct from. + Lead in Have Ss read out their answers. Confirm the correct ones. Key: 1. recycle; will help 2. won’t dump; fines 3. travel; will be 4. will save; don’t waste 5. use; will have 2. Combine each pair of sentences to make a conditionalsentence type 1 Have Ss read the pair of sentences. Ask two Ss ro write the new conditional sentences type 1 on the board while other Ss write their own sentences. Ask Ss to comment on the sentences on the board. Give feedback on these sentences and other Ss to correct them if necessary. Teacher can make this activity a game. Go through the groups’ sentences and give marks to the groups with all correct sentences. Conditional sentences type 2 Write this incomplete sentence on the board: If I were a billionaire, I would ... . Ask some Ss to complete the sentence orally. Write the most original answer on the board. Tell Ss that this sentence is an example of the conditional sentence type 2. Have Ss look at the structure as the conditional sentence type 2 in the language box. Draw Ss’ attention to the example sentence on the board. Underline the subject, verb, etc. in this example and explain the structure of the sentence at the same time. Tell them that this sentence is a piece of advice. Ask Ss give one or two example. Conditional sentences type 2 The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future. If + subject + V (past simple), subject + would/ could/ might + V (bare infinitive) Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) The conditional sentence type 2 can be used to give advice. Example:If I were you, I would see the doctor immediately. Note: We can use both was and were with I/ he/ she/ it in the if-clause. While-speaking (12’) 3.Match an if - clause in A with a suitable main clause in B Check Ss’ answers. Key: 2. If there weren’t so many billboards in our city, people could enjoy the view. 3. If there wasn’t/ weren’t so much light in the city at night, we could see the stars clearly. 4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month. 5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner. 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office. 4. Put the verbs in brackets into the correct from.
12. Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary. 5.Write a conditional sentence type 2 for each situation, as in the example. Have Ss quickly read the example. Ask Ss to comment on the example. They may see that the meaning of the original sentences was made opposite in the new conditional sentence (i.e. positive into negative form for the first sentence and negative into positive for the second sentence). Ask one or two Ss to write their sentences on the board. Further practice (5’) CHAIN GAME 6.Work in groups. Student A begins with a conditional sentence type 1 or type 2. Student B uses the end of student A’s sentence to begin his/ her own sentence. Student C does the same. Continue the game until the teacher tells you to stop. Which group has the most sentences? Put Ss in groups of five or six to play this chain game. Explain that the aim of the game is to keep the chain going for as long as possible using type 1 or 2 conditional sentences. If a group hesitates for more than 10 seconds they are out. Walk around the class listening to groups and monitoring the game. Groups that are still going when the five minutes is up are the winners. Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light. Tell that in this lesson they will have the opportunity to explore noise pollution, a common pollution type that not many people recognize as a pollution. Homework(3’): - Prepare unit 7 lesson 4 (Communication) - Do exercises in workbook. Period: 58 UNIT 7: POLLUTION Lesson 4: Communication I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - talk about noise pollution, a common pollution type that not many people recognise as a pollution. 2. Skills:speaking 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: extra words related to the topic 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Warm – up.( 5’): Kinds of pollution.: review Ask Sts to tell kinds of pollution. Tell Ss that in this lesson they will have the oppoturnity to explore noise pollution, a common pollution type that not many people recognise as a pollution. Presentation (10’) Pre-teach vocab:
13. - T goes trough the extra vocabulary with Ss. If Ss donot know any word in the box, T quick teaches it. + permanent(adj): Give the definition(lasting forever; never change) or give the antonym (this is the opposite op temporary): vĩnh viễn + earplug: draw a pair of earplug on the board and explain “ we put these into our eara to keep out noise or water.”: cái nút tai + affect: It is the verb form of the noun effect.: ảnh hưởng + hearing loss: ask if Ss know the verb form of loss. If they do not, give them the verb to lose. Then give a simple explanation “When you have hearing loss, you can’t hear things clearly.”: mất thính giác + blood pressure: give an example (My father has high blood pressure. Whenever he goes to hospital, the nurse measures his blood pressure.) and ask if Ss can guess the meaning. T may give the Vietnamese translation.: huyết áp Practice (12’) 1.Complete the questionaire by circling the correct answer A,B,C Have Ss read the questions in the questionnaire to make sure they understand everything. Explain any unclear points. Then Ss answer the questionnaire individually. Remind them to circle their answers. Key: 1. B 2. C 3. A 4. B 5. C 6. A 7. A 2.Compare your answers with those of a classmate Ss work in pairs to compare their answers and see if they have any different answers. They do not have to reach an agreement at this stage. Ask some pairs to report on their differents. 3.How many correct answers have you got? Play the recording for Ss to check their answers. Ss listen to the recording twice. If there are any incorrect answers, Ss correct them. Ask Ss if any of the answers has surprised them, and if so, why. Audio script: Noise is constant an loud sound. To measure the loudness, or volume of sounds, people use a unit called a decibel. When a sound is louder than 70 decibels, it can cause noise pollution. Do you know that the noise from a vacuum cleaner or a motorcycle can result in permanent hearing loss after eight hours? The sounds of a concert are even more serious. They can reach as high as 130 decibels and may cause immediate and permanent hearing loss. Noise pollution can also lead to headaches and high blood pressure. If you are listening to music through headphones, and other people can hear it, it means the music is too loud and unsafe. If there seems to be a ringing or buzzing in your ears, it means the noise is effecting you and damaging your hearing. Wearing earplugs when you go to concerts or other loud events, and listening to music through headphones or headsets at safe levels can help you reduce the effects of noise pollution. Further practice (5’) 4.Discuss other ways to prevent noise pollution Ask Ss which of the eight questions in the questions ways to prevent noise pollution. Have Ss work in groups in five minutes to discuss more ways to reduce noise pollution. Ss write their answers on a big piece of paper and then prevent their answers. Have Ss vote for the best ways.
14. This activity can be carried out as a game to find out which group in five minutes can come up with the most ways. The winning group then presents the answers to the whole class. Other groups add more if they have any different ways. Homework(3’): - Prepare unit 7 lesson 5 (Skills 1) - Do exercises in workbook