Kế hoạch bài học Tiếng Anh 6 - Tuần 21, Unit 6: Comumunity services - Lesson 2.2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 21, Unit 6: Comumunity services - Lesson 2.2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date : 05/2/2023 Period 59. UNIT SIX: LESSON 2.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to use positive and negative imperatives to give instructions, orders, or advice 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 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’) * Option 1: - Have students talk about tips to save the environment in groups. - Have students share their answers with the class. * Option 2: - Have students watch a short video about tips to save the environments. (Min. 1:00 to Min 2:37) - Request them to take notes the 10 tips while watching. - Have students write them on the board Answer keys 1. Save energy 2. Use reusable items 3. Separate and recycle 4. Don’t waste water 5. The toilet is not a rubbish bin = Don’t put the rubbish in the toilet 6. Have a shower instead of a bath 7. Turn off the water tap while brushing your teeth 8. Reuse paper 9. Pick up your litter 10.Respect and look after the nature => Lead in the lesson about imperatives II. Presentation - Grammar: Imperatives (15’) a. Listen and repeat - Have students look at the picture - Play the audio (CD2 – Track 07), ask students to listen and read the speech bubbles - Play the audio again and have students listen and repeat.
2. * Grammar explanation: - Have students read the Grammar box - Ask students to make comments on the black bold imperatives in the examples. - Have students study the form (positive and negative), the usage and examples of imperatives. - Give students more examples. - Have some students read the sentences aloud. * We use imperatives to give instructions, orders, commands, requests, warnings, suggestions, ... - Positive imperatives: Ex1. Recycle bottles and cans. Ex2: Reuses glass bottles and jars. - Negative imperatives Ex1: Don't use plastic bags. Ex2: Don't throw away old glass. III. Practice: b. Fill in the blanks with positive or negative imperative statements. - Have students fill in the blanks with positive or negative imperatives. - Have students cross check the answers with a partner and then the whole class. - Give feedback and correct if necessary. * Answer keys. 2. Reuse 3. Recycle 4. Pick up 5. Reuse 6. Don't throw away c. Rewrite the sentences as negative or positive imperative statements.
3. - Have students read the instruction and the example. - Give students time to rewrite the sentences. - Have students work in pairs to check answers. - Check answers altogether. - Give further explanation if necessary. - Give feedback and correct the answers. * Answer key: Don’t throw away glass jars and old newspapers. Pick up trash in the park. Recycle plastic bottles and old magazines. Reuse plastic bottles in your garden. Don’t throw away old clothes. d. Practice saying the sentences with a partner. - Ask students to practice saying the sentences with a partner. - Give feedback. - For fasters students, ask them to make some positive and negative sentences using their own ideas, then stand up and share theirs with the class. IV. Consolidation (2’): Summarize the positive and negative imperatives V. Homework (2’) - Practice speaking: Using positive and negative imperatives to give instructions. - Do exercises: Grammar a, b/ page 36 (workbook) Writing: What can we do to save the environment? Give 5 ideas. / Page 36 (workbook) - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 51 – SB). Period 60. UNIT SIX: LESSON 2.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - pronounce the /l/ sound correctly. - learn and use words about the topic protecting/ saving the environment. - know and use positive and negative imperatives in communication. 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 “Community services”. 4. Competencies:
4. - students 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 work in groups of 4 to write down what they can do to save the environment, using imperatives. - Ask volunteers from 3 groups to write their answers on the board. - Check the answers with the class. - Give further explanation if necessary. Suggested answer keys 1. Use the bicycle 2. Don’t use the car 3. Plant more trees 4. Walk to school 5. Reuse used plastic bags 6. Don’t litter . => Lead in new lesson. II. Presentation: PRONUNCIATION – Sound /l/ (10’) a. Focus on the /l/ sound. - Demonstrate/ explain how to pronounce the /l/ sound correctly b. Listen to the words and focus on the underlined letters. - Play the audio (CD 2- Track 8) and draw attention to the focused sound: recycle, bottle c. Listen and repeat. - Play the audio again d. Read the words with the correct sound to a partner. language little family class slow III. Practice (10’): Take turns saying imperative sentences.
5. - Have students look at the instruction, the pictures. - Check if students have any difficulties with any vocabulary given in the task. - Demonstrate the activity using the example. - Ask students to practice taking turns saying imperative sentences. - Check answer altogether. - Have some students say the sentences in front of the class. -Gives feedback and correct. * Answer keys. 2. Recycle plastic bags and jars. 3. Don't throw away glass jars. 4. Reuse the plastic bags. 5. Reuse plastic bottles in your garden. 6. Don't throw away old clothes. 7. Recycle old newspapers. 8. Pick up plastic bottles. IV. Production - Speaking: Let’s protect the Earth? (15’) a. You want to write an article about how to protect the earth. Work in pairs. Discuss and choose six tips to add to your notes. - Set the situation of the speaking task and give examples. - Have students discuss in pairs and choose six tips... - Give feedback and correct the answers.
6. b. Share your ideas with another pair. Now, discuss and choose three things you can do in your home. - Have students join another pair to share their ideas and then agree on 3 things that all can do at home. - Have a representative in some groups to share their ideas to the class. - Give feedback and correct. V. Consolidation (3’) Summarize the main points of the lesson (Pronunciation of /l/, imperatives) VI. Homework (2’) - Learn new word by heart. - Talk about how to protect the environment in your home or school. - Do homework: Grammar, writing in workbook (page 35) - Prepare: Lesson 3.1: Social Studies– New Words and Listening (page 52 – SB). ------------------------------------------------------------------------- Period 61 UNIT SIX: LESSON 3.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - talk about environmental charities - ask for repetition 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 “Community services” conducted by the teacher. 4. Competencies: - have awareness of taking part in environmental charities. 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: Answer the questions - Have students work in groups of 4 to ask and answer these questions. 1. Name some public services near your house. Are they good? 2. What do you do with your family to save the environment? 3. What do you do with your friends to protect the earth? 4. What do you think about recycling things? 5. Do you give money to help poor people? - Walk around the classroom to give support if necessary - Have some students to give their answer to the whole class Option 2: Listen to the song and guess the topic in the lesson today.
7. II. Pre - Listening: Vocabulary (15’) a. Circle the correct definitions of the underlined words. Listen and repeat. - Have students work in pairs, read each question, focus the underlined word, then read each option given and work out the answer by guessing the meaning/ synonyms - Check the answer with the class. - Have students listen and repeat, then practice saying them. * Answer keys: 1. a 2. a 3. b 4. b 5. a b. Discuss and answer the questions. 1. Do you know any charities? I know about GlobalGiving. They help 2. Who or what do they help? poor people around the world. It’s a great charity. - Give examples and let students discuss and answer the questions. - Walk around and give support if necessary. * Answer keys: varied answers III. While - Listening (10’): a. Listen to two people talking about a charity. Does the charity work in one country or many countries? * Pre listening: - Set the context of the listening task and ask Ss to guess and to lead in the task. Possible questions: 1. What are we going to listen? 2. How many speakers are there? 3. What’s the name of the charity? 4. Where is it? Do you think it works in 1 country or in many? 5. What did they want to protect?
8. 6. What problems did they have to solve? *While listening - Play the audio once (CD 2 – Track 10) and ask students to listen to find out whether this charity works in 1 country or many countries. - Have students give the answers and feedback. * Answer keys: many countries (in 2018, over a million people in many countries took part in a huge beach cleanup). b. Now, listen and fill in the blanks. 1. Trash Free Seas started in ________ in the USA. 2. They wanted to protect ocean _____________. 3. In 2018, they picked up more than _______ million kilograms of trash. 4. People can visit the website if they want to ___________. *Pre - Listening - Ask students to read the sentences carefully and try to guess what kind of answers each is (a name? a number? a noun? a verb?) * While - Listening - Play the audio again (CD 2- Track 10). - Have students cross check the answers with a partner. - Give feedback and correct if necessary. * Answer keys: 1. 1986 2. wildlife 3. ten 4. donate * Post - Listening: - Have students answer these possible questions: 1. Do you know any similar charity? Where is it? When did it started? 2. Do you want to help Trash Free Seas charity? Why?/ Why not? - Go around and help if necessary. IV. Post – Listening: Conversation Skill and Useful Language (10’) * Conversation Skill: - Explain the conversation skill: Asking for repetition To ask someone to repeat something: + Sorry, could you repeat that? + Sorry, could you say that again? - Play the audio (CD 2- Track 11). - Practice asking for repetition with a student. - Have students practice asking for repetition. * Useful language: Listen and repeat. - Ask students to look at the useful language box. What does Trees for the Future do? They plant trees Where do they work? They work in Africa How can I help? You can donate money - Play the audio (CD 2 – Track 12). Have students listen to useful language. - Have students practice asking and answering the useful language in the box. - Have students replace the words in blue with similar words they know. - Give feedback/ support if any.
9. V. Consolidation (3’) - New vocabulary - Conversation skill (Asking for repetition) - Useful language (Asking about a charity) VI. Homework (2’) - Learn new words by heart. - Do exercises: New words a, b in workbook (pages 36) - Think of what you have done to save the world. - Prepare: Lesson 3.2 – Reading, Speaking and Writing (page 53 – SB). ------------------------------------------------------------------------- ENGLISH 8 Period 59 UNIT 7: POLLUTION Lesson 5: Skill 1 I. AIMS OF THE LESSON 1. Knowledge By the end of the lesson, ss will be able to - Understand about water pollution. - Talk about the causes and effects of water pollution as well as ways to reduce it 2. Ability: - Students can improve their 2 skills: Reading and Speaking - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can talk about the water pollution definition, effects, causes and solutions 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Pollution” conducted by the teacher. - Ss show their ability about how to use protect the fresh water source II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts III. Procedure A. Warm up: Guessing game - T uses a picture of the traffic jam, back to class and asks ss to guess what the picture is about. - then asks them look at the picture carefully and say why it is dangerous Example: It’s dangerous to ride a motorbike on the pavement It’s dangerous to ride a motorbike without wearing the helmet B. Pre- reading: *Activity 1: Vocabulary - (n) ground water: nước ngầm - (n) sewage: nước thải - (n) pesticide: thuốc trừ sâu - (n) herbicide: thuốc trừ cỏ - (n) point-sourse >< nonpoint-sourse: ô nhiểm có/ không nguồn - (n) outbreak: sự bùng phát
10. - (n) cholera: dịch tả - (adj) treated >< untreated: đã/ chưa xử lý *Activity 2: Describing: - Have sts work in pairs, one looks at picture A and the other look at picture B. - Have sts asks and answer about the pictures and find out the differences between the two pictures. Ex: A: Are there five ducks in the picture? B: Yes, there are. Are the ducks black? A: No, they aren’t. They are white. - T asks sts to report the differences. Which picture has water pollution? Picture B. What causes water pollution? Lead in Act.2. Suggested answers: A B -The ducks are white. -The ducks are black. - They are going to/into the lake. - They are going from the lake. - There aren’t any factories near the lake. - There are some factories near the lake. - The water in the lake is clean. - The water in the lake is dirty/ black. B. While- reading: *Activity 1: Comprehention questions - Have sts read themselves. - Sts ask and answer in pairs. - T and sts check and correct. Answer keys: 1.The second paragraph tells about the causes of water pollution. 2.The third paragraph tells about the effects of water pollution. 3.It’s the water beneath the Earth’s surface. 4.They are industrial waste, sewage, pesticides and herbicides. 5.They are pollutants from storm water and atmosphere. 6.They use herbicides to kill weeds. *Activity 2: Gap fill - Have sts do individually. - Sts work themselves. - T and sts check and correct. Answer keys: 1. cholera 2. die 3. polluted water 4. dead 5. aquatic plants C. Post- reading *Activity 1: Discussion - Have sts work in groups. - Sts work in groups and discuss and make notes. - Sts present their solutions to class. - Others add more ideas. Suggested answers: Solutions to point source pollution Solutions to non-point source pollution - Fine heavily companies that dump waste - Organize “clean-up” campaigns in the into the water. neighbourhood. - Educate companies about saving - Give reward to people who have good
11. environment. ways to keep the environment clean. - Give tax breaks to companies that find - Prepare things to treat/purify water “clean”/”green”/ good ways to dispose of before use. their waste. *Activity 2: Speaking - Have sts work in group to complete the diagram in the textbook. Group 1: What does water pollution mean? Group 2: What are the causes of water pollution? Group 3: What are the effects of water pollution? Group 4: What are the ways to reduce the water pollution? - Have sts report. - T and sts add more ideas. Homework: - Learn by heart vocabulary. - Do exercise part E1,2,3 – P7,8,9 - WB - Prepare “Skills 2”. Period 60 UNIT 7: POLLUTION Lesson 6: Skill 2 I. AIMS OF THE LESSON 1. Knowledge By the end of the lesson, ss will be able to - Get specific information about the topic: Thermal pollution - Write a paragraph about causes and effects of a type of pollution 2. Ability: - Students can improve their 3 skills: Listening, Writing and Speaking - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can listen and write a paragraph about the causes and effects of one type pollution in their area 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Traffic” conducted by the teacher. - Sts must have good attitude towards protecting the environment. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts III. Procedure A. Warm up: 1. Warm up: - Chatting. What do you know about the thermal pollution? What can you see in the two pictures at page 13? - Have sts answer before class. - Sts describe the two pictures. B. Pre – Listening *Activity 1. Vocabulary:
12. - (n) coastal seawater: nước biển ven bờ - (n) cooling tower: tháp làm mát - to cool down: làm mát, nguội - (n) power station: trạm điện - (n) environmentalist: nhà môi trường học - to discharge: thải - (n) reservoir: hồ chứa - to survive: sống sót - (n) algal bloom: sự nở hoa của tảo - (n) algae: tảo *Activity 2 : Describe what you see in the pictures and talk about the relationship between them: - Have sts work in pairs. - Sts work in pairs, describe the pictures and the relationship between them. - Sts give their answers. - Sts listen to check. Answer keys:1. The first picture shows an algal bloom in coastal seawater. 2. The second picture shows the cooling towers from a power station. 3. They are both related to thermal pollution. - T asks sts : What do you know about thermal pollution? - Sts think and give their ideas. II. While - listening *Activity 1: Complete the diagram: - Have sts read the diagram quickly. - Have sts think about form of the word/ phrase to be filled in each blank. - Have sts listen and fill in the gaps. - T and sts check and correct. Answer keys: 1. hotter 2. cooler 3. cool 4. warm rivers 5. Warmer water 6. fish populations 7. Harmful 8. colour 9. poison 10. cool down C. Post- Listening *Activity 1: Discuss - Have sts work in pairs to discuss aboutthe causes and effects of one type of pollution in their area: - Sts discuss and make notes in the diagram. ________ pollution: Definition:_______ ________________ ___ Causes: Effects: ______________ __________________ ______________ __________________
13. *Activity 2: Writing an article: - Have sts work individually. - Sts write their article. One about the causes and the other about the effects. - T reminds sts to use makers like: Firstly/ secondly/ / finally Suggested writing: Water pollution S1: Water pollution has a number of causes. Firstly, factories dump waste into lakes and rivers. Secondly, many families throw the rubbish into the water. Thirdly, people use too much pesticides to kill weeds. This leads to the water pollution, too. S2: Water pollution has some/dramatic effects. First of all, it can be make people sick or even die because of diseases from the dirty water they drink. Besides, water pollution can cause the death of many aquatic animals and plants. Moreover, water pollution has bad effects on the development of industry as well as agriculture of a nation. *Activity 3: Making a complete article: - Have sts put their writing together - Sts work in pairs to make a complete article. - Sts read their article.( add the beginning and the ending for their article.) - T and sts give comments. Homework: - Write another article about a type of pollution in your area. - Prepare “Looking back & project”./. Period: 61 UNIT 7: POLLUTION Lesson 7: Looking back & project I. AIMS OF THE LESSON 1. Knowledge: By the end of the lesson ,students will be able to : - Review the lexical items related to the topic: pollution. - Review the grammar of the unit: Conditional sentence I and II. - Make questions and answers about the topic. 2. Skills:listening, writing 3. Attitude:Ss must have good attitude towards doing exercises 4. Competencies: Self-assessment II. Main languages: 1. Vocabulary: Words related to the topic 2.Grammar: III. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts lesson plan , visual pictures IV. Procedures Warm – up: Play: Lucky number - T explains the rule. - T gives the explanation and ss say the word. - Ss play in 2 big groups. Presentation Pre-teach vocab: *Vocabulary:
14. + algal bloom: hoa taor + cooling tower: tháp làm lạnh + power station: trạm điện R.O.R 1. Complete the sentences with the correct form of the words in brackets. Ss do this activity individually then compare their answers with a partner Check Ss’ answers. Key: 1. pollution 2. contaminated 3. death 4. Poisonous 5. pollutions 2. Write types of pollution in the word web. Ask some Ss to write their answers on the board. Confirm the correct answers. Key: 1. radioactive pollution 2. noise pollution 3. visual pollution 4. thermal pollution 5. water pollution 6. land/ soil pollution 7. light pollution 8. air pollution. 3.Rewrite the sentences, using the words in brackets. Have two Ss write sentences on the board. T and other Ss give comments. Ss write the sentences using the words in brackets. Ss compare their sentences with a partner. Ss write the sentences in pairs. This activity may be conducted as a game if T wants to lighten the atmosphere. Pick the sentences of three quickest pairs. Announce the winning pair with the most correct sentences. Key: 1. The residents of the street cannot sleep because of the loud noise from the music club. 2. Vy had stomachache since she eat a big dinner. 3. The road in from of my house was flooded due to the heavy rain. 4. His mother is unhappy because his room is untidy. 5. Too much carbon dioxide (CO2) in the atmosphere causes global warming. Practice 4.Put the verbs in brackets into the correct forms. Ss do this exercise individually and then share the answers with a classmate. Check their answers Key: 1. Won’t be; don’t take 2. Continue; will be 3. Were/ was; would wear 4. do; will see 5. Woud travel; didn’t have 6. Wouldn’t be; didn’t take care 5. Complete the sentences, using your own ideas. Remind them to identify whether the sentence is a conditional sentence type 1 or type 2. Call some Ss to share their sentences. Accept all the sentences if they make sense. Ss complete the sentences individually using their own ideas. Further practice 6. Work in groups. Discuss what your would do or say in each situation. Ask Ss to read the example. Move around the class to listen to their ideas. Ss work in groups to discuss what they would do or say in each situation. Ss may not need to discuss all the situations. Two or three groups may discuss the same situation. PROJECT What would you do if ??? Ask Ss to read the information about the project. Ask if Ss still remember what a collage is. They made a collage in Grade 7. If they do not remember clearly, tell them that a
15. collage is a picture made by sticking photographs, pictures or drawings onto a surface. Remind Ss that they should use conditional sentences type 2 to give the presentation. Answer Ss’ questions if there are any. Remember to have Ss present their collage in the next lesson and vote for the best. Homework: - Ask students to complete the project. - Prepare unit 8 lesson 1 Getting Started