Kế hoạch bài học Tiếng Anh 6 - Tuần 22, Unit 6: Comumunity services - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 22, Unit 6: Comumunity services - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date : 12/2/2023 Period 62 UNIT SIX: LESSON 3.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - read about a charity in Vietnam - speak about how to save the earth - write a paragraph about an organization 2. Skill: Students can improve the reading, speaking and writing 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: - 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’) Revision: Kim's Game. - Divide the class into two groups - Show the pictures of police station, train station, hospital, library, throw away, recycle, reuse, pick up,... - Put away the pictures. - Have students write down as many vocabulary items as possible in 1 minute (The group with the most vocabulary items is the winner). - Have students read out loud all the words together. => Lead to the new lesson. II. New lesson:  Activity 1: Reading (10’). a. Read the article and circle the best headline. * Pre - Reading: - Set the context of the reading task and or ask students some questions to lead in the topic of the task. Suggested questions: 1. Do you know any charity in Vietnam?
2. 2. Where are they? 3. What do they do? 4. How can they help? * While - Reading: - Have students read the given headlines and underline the key words - Get students read the article quickly (skim) and circle the best headline. (For main idea) - Check answer as a whole class - Give feedback * Answers: 1. a (An Environmental Charity in Vietnam) b. Read the article and fill in the blank. - Have students read all the questions, work out the type of words needed for each gap Suggested answers 2. a noun 3. a noun 4. a verb - Ask students to scan the article to find words/ synonyms/ paraphrases of words/ phrases in the questions and fill in the blanks. - Go around the class to give support if any. - Check the answer and give explanation if necessary. * Answer keys: 2. Phu Quoc Island 2. Earth Day 3. Donate  Activity 2: Speaking: Help us Save the World! (10’) a. You and your friend want to help a charity. Student B, turn P.137 – File 7. Work in pairs. Student A, answer Student B’s questions. Swap roles. Ask Student B about Earthwatch. Make notes. - Set the situation of the speaking task. - Ask students to work in pairs. (Student A stay on the current page and student B turn to page 123, File 7. - Students B asks Student A question about Trash Hero World and make note in their notebook. - Practice the role - play with a student. - Have students practice the role-play. b. Decide which charity you want to help. - Have students discuss and choose the charity to help. - Give feedback.  Activity 3: Writing (15’).
3. Use the notes to write a paragraph about the Worldwide Fund for Nature (WWF). Write 50-60 words. * Pre - writing: - Explain to students how to write a paragraph and give ideas, new words if necessary. * While - writing: - Have students write a paragraph. - Have some students to put their writing on the board. - Give feedback and correct. * Post - writing: - Encourage better students to talk about the Worldwide Fund for Nature (WWF). Suggested answers The World Wide Fund for Nature (WWF) is a very large charity. They work to protect wildlife and the environment. They also find ways to make sure everyone has enough food and reduce food waste. They started in 1961 in Switzerland and now they work in more than one hundred countries. To help WWF, you can donate money. They are the largest wildlife charity in the world III. Consolidation (3’) - Vocabulary about charity IV. Homework (2’) - Learn new words by heart. - Read the article and answer the questions in workbook. (Page 37) - Practice speaking how to help us save the world with your partner. - Prepare: Unit 6 - Review (pages 96, 97 – SB). ------------------------------------------------------------------------- Period 63 UNIT SIX: LESSON 3.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - review words related to environmental charity; - review grammar: A/ an/ the; - review prepositions of place; - review Pronunciation: /st /; /l/ 2. Skill: Students can improve Listening, Reading skills, Vocabulary; grammar and Pronunciation. 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: - have awareness of taking part in environmental charities.
4. 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 group of 4 to write down as many vocabulary items in the unit as possible in 1 minute (books closed) - Have them open their books and check if what have written is correct - Ask them to share how many correct vocabulary items they (each group) have written, the group with the largest number of correct items is the winner => Lead to the new lesson. II. New lesson:  Activity 1: Listening (10’): Listening: You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B or C) - Explain the listening task, have Ss read through each question and its options, underline the key words. - Play the audio twice. - Have students work in pairs to cross check the answers. - Give feedback. Answer: 1. B 2. C 3. A 4. C 5. C - Play the audio again if necessary.  Activity 2: Reading (9’): Read the paragraph. Choose the best word (A, B or C) for each place.
5. - Explain the task, give some time for students to read through all the options in each question. - Ask students to read the paragraph and choose the best word (A, B, C or D) for each space. - Have students cross check the answer with a partner. - Check the answers with the whole class Answer keys 1. A 2. B 3. C 4. A 5. B - Give further explanation if necessary  Activity 3: Vocabulary (7’). Match the words with the definitions. - Explain the task, give students time to read the words and the definition. - Have students do the matching. - Check the answers. * Answer key: 1. c 2. g 3. f 4. a 5. h 6. b 7. d 8. e  Activity 4: Grammar (5’) – Circle the correct words
6. - Review language focus. - Ask students to circle the correct words. - Give feedback. Answer keys 1. a 2. does 3. recycle 4. can 5. the 6. don't 7. between 8. do  Activity 5: Pronunciation (5’) - Circle the words which has the underlined part pronounced differently from the others - Review the /st/, /l/ sounds - Ask students to read and circle. - Give feedback - Ask students to practice saying all the words Answer keys: 1. D 2. B 3. B 4. D 5. B 6. C III. Consolidation (3’): * Grammar of Unit 6: definite and indefinite articles; prepositions of place * Vocabulary of Unit 6. D. Homework (2’) - Review vocabulary, grammar of unit 5. - Do exercises in Workbook: Review of Unit 7. - Prepare: Unit 7 – Lesson 1.1: Vocabulary and Listening (page 54 – SB). ------------------------------------------------------------------------- Period 64 UNIT SEVEN: LESSON 1.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to:
7. - talk about movies, kinds of movies they like and dislike. 2. Skill: Students can improve Listening and 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 “movie”. 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’) Option 1. - Let students watch some short extracts from famous movies (Titanic, I see yellow flowers on the green grass...) Option 2: - Let students listen to parts of some soundtracks from some famous movies (My heart will go on, I see yellow flowers on the the grass...) Option 3: Chatting - Ask students to answer some questions: 1. Do you like watching movies? 2. What's your favorite movie? 3. Who are your favorite actors and actresses? 4. How often do you watch movies? * Option 4: Brainstorming: - Show some pictures and help students answer what kinds of movie they are. II. Presentation:  Activity 1: New words (15’) a. Number the picture. Listen and repeat. * Presentation: - Pre teach new words (Use pictures/ definitions) + Comedy (n) + Science fiction (n) + Horror (n) + Action (n) + Drama (n) + Animated (n) - Have the students practice the new words - Calls some students to read the new words individually - Check vocabulary - Teacher helps students to remember the new words by deleting the words and then asks to call out. (Rub out and remember) * Practice - Have students number the pictures. - Look at the pictures and number (work individually).
8. - Share the answers with their partners in pairs/ groups of 3 - 4). - Present their answers as a whole class. - Give feedback and correct the answers * Answer keys: A - 3 B - 6 C - 2 D - 4 E - 5 F - 1 - Play the audio (CD2 - 13) Production: b. Students say what kinds of movies they like and dislike. (Instead of discussing) - Have the students practice. - Have students perform. - Say what kinds of movies they like and dislike.  Activity 2: Listening (20’) * Pre - listening: - Ask Ss to look at the picture and the tasks - Make sure Ss understand the context of the listening and are clear about what they are going to do * While - listening a. Listen to three friends talking. Note down what kind of movie they are going to see. (Listening for general idea). - Play the audio once without stopping for main idea. (CD2 - 14). - Ask students to write the answer. - Check the answer with the whole class. * Answer key: animated movie. b. Now, listen and fill in the table with the movie time. (Listening for details) - Have students look at the questions and guess the answers. - Ask the students to listen and fill in the table. - Play the audio twice. - Have students compare their answers with their friends’. - Give feedback. - Discuss the techniques students used for each of the listening tasks.
9. * Answer keys: Sat Sun Scary Gary 4:30 Tiger Toes 2:30, 7:30 5:00 Suggested answers I would like to watch Scary Gary because I like horror movies. It’s scary but I like it. * Post - listening: - Have students share which movie they would like to watch and why they want to watch it.  Activity 3: Conversation Skill (5’) * Presentation - Focus students’ attention on the conversation skill box. - Explain that we can start a conversation with a friend by saying "Hey" and then introducing the topic. * Practice: - Play the audio (CD2 - 15) - Have some students practice the conversation in front of the class. - Listen and repeat - Work in pairs (Their own conversations) Ex: A: Hey! Do you want to the movies on Sunday? B: Sure. What time is the movie? III. Consolidation (3’) Elicit answers from Ss about: - the types of movies they have learned in the lesson - the techniques used when listening for gist/details - the way to start a friendly conversation IV. Homework (2’) - Learn new words about kinds of movies by heart. - Talk about movies you like and dislike. - Do exercises: A. New Words in the workbook a. Unscramble the words (page 38) b. Fill in the blanks using the words in task 1. (Page 38) B. Listening. Listen and circle (WB - CD 20) - Prepare: Lesson 1.2 – Grammar (SB – Page 55): Review/ remember some prepositions of time you have learnt and how to use them. ------------------------------------------------------------------------- ENGLISH 8 Planning date: 12/02/2023 Period 62 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 1: Getting Started: How’s your summer camp A. OBJECTIVES 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about Phong's summer camp in Singapore for details and then do some related exercises. - use lexical items related to English speaking countries
10. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language. B. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . D. PROCEDURES *Warm up: - T. asks SS to match the names of the countries with their flags ( Ex3- p 17) - T. asks Ss if they know of a common thing among these countries. ( It’s English) - T. introduce the topic of the Unit Key: 1 the USA 2. the United Kingdom 3. Singapore 4. Australia 5. Canada 6. New Zealand Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America. It is also known as the US, or the United States, or even just the States. In Canada, there are two official languages: English and French.) - Vocabulary: + official language (n) : + accent (n) : + native speaker/ English speaking country/ summer camp I. Pre-reading 1. Pre teach vocabulary - absolutely (adv) tuyệt đối, chắc chắn - official (adj): chính thống, chính thức - accent (n): giọng điệu - native speaker (n): người bản xứ 2. Pre questions * 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. II. While-reading 1. Act. 2: Expressions - Ss work independently. Guide Ss to look at the beginning of a reply/ a sentence for the answers. Allow Ss to share answers. Check their answers. Key: 1. Awesome, just awesome. 2. Any of the following: Absolutely/ Right. 3. It's hard to say/ 4. Perhaps * T asks Ss to find some key words of the dialogue:
11. - native speaker: - English speaking country: - accent: - official language: - summer camp: 2. Act. 3: Comprehension questions - Play the recording again without letting Ss read along. Ask Ss to try to answer as many questions as possible. Ss then read the conversation again to check their answers. Have some Ss read out their answers. Key: 1. He's at an international summer camp (in Singapore). 2. They come from different countries/ from all over the world. 3. He has made new friends, visited places, (and taken part in different activities.) 4. Because he uses English every day with people from different countries. 5. Two boys from Australia and a girl from the USA. 6. After July 15th. 3. Act. 4: Complete the sentences - Ss work independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class. Key: 1. summer camp 2. native English speaking countries 3. native speakers 4. the USA 5. accents 6. official language III. Post-reading: Game (Act. 5) - Form groups of five or six. The first group to find all the countries wins. If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board. Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check. IV. Homework: - Learn by heart all the new words. - Do Ex B3, 4 P13 (Workbook) - Prepare: Closer Look 1 - Collect pictures, songs, clips talking about English speaking countries. Period 63 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 2: A closer look 1 A. OBJECTIVES 1. Knowledge: By the end of the lesson, ss will be able to: - pronounce the words ending in -ese and -ee correctly in isolation and in context. - use the lexical items related to the topic of people and places in English speaking countries 2. Skills: Speaking, listening, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language. B. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . D. PROCEDURES
12. *Warm up: Chatting Ss work in pairs: - Where are you from? - What is your nationality? I. Vocabulary Act. 1: Country and people -T asks Ss to work individually. Then allow them to share their answers with a partner. Play the recording for Ss to check their answers. Ss listen and repeat. (Point out the change of stress from 'Canada to Ca'nadian) Key: 1. the Americans 2. the English 3. the Scottish / the Scots 4. the Welsh 5.the Irish 6. the Canadians 7. the Australians 8. the New Zealanders Audio script: 1. the USA - the Americans 2. England - the English 3. Scotland - the Scottish/ the Scots 4. Wales - the Welsh 5. Ireland - the Irish 6. Canada - the Canadians 7. Australia - the Australians 8. New Zealand - the New Zealanders Act. 2: Word form - Ss work individually or in pairs. Check the answers as a class. If time allows, have two Ss write their answers on the board and then confirm the correct answers. Key: 1 historic N = history 5 spectacle A = spectacular 2 symbol V = symbolise 6 festive N = festival 3 legend A = legendary 7 scenery A = scenic 4 iconic N = icon 8 attraction V = attract Act. 3: Completion - Firstly ask Ss to read each sentence and decide what the part of speech is for each word to be filled in the blank. For example, the word for the blank in sentence 1 is a noun. They then complete the sentences. - Confirm the correct answers as a class. Key: 1. icon 2. symbolises 3. scenic 4. unique 5. attracts Act. 4: Matching - T has Ss look at the pictures. Ask them what they see in each of them. Allow them then to work individually to match the words/ phrases to the pictures. Check the answers as a class by asking Ss in which countries, from the list in 1, they might see these things or ask them to give an example of these things. Note: a loch is a Scottish word for a lake. Key: 1. castle 2. Loch 3. parade 4. monument 5. state 6. cattle station II. Pronunciation: Stress in words ending in -ese and -ee * Remember: For words ending in -ese and or -ee the stress is often placed on the final syllable. Act.5. Listen and repeat - Ss listen and repeat. Then have Ss say the words individually. With stronger groups, have Ss mark the stress in the words first and say the words aloud before they listen to the recording. Then play the recording for them to listen, check and repeat. Audio script: -ese: Cantonese, Taiwanese, Japanese, Portuguese
13. -ee: employee, adoptee, addressee, interviewee Act. 6 Mark the stress in the underlined words - T puts the underlined words on the board. Have volunteer Ss come and mark the stress in the words first. - Ask for a show of hands from the rest of the class if they think the stress is correct or not. Then play the recording. Ss listen, check and say the sentences. Have Ss correct the stress on the board if necessary. Call on some Ss to say the sentences individually. Key: 1. Chi’nese/ 2. Refu’gee / 3. Trai’nee/ 4. Japa’nese / 5. Guaran’tee III. Further practice ? Recall the rule of stress in words ending in -ese and -ee IV. Homework - Learn by heart all the new words. - Do Ex A1,2 P 11; B1, 2 P13 - Prepare: Closer Look 2 - Collect pictures, songs, clips talking about English speaking countries. Period 64 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 3: A closer look 2 A. OBJECTIVES 1. Knowledge: By the end of the lesson, ss will be able to: - Review present tenses: present simple, present continuous and present perfect - Learn about the present simple for the future. 2. Skills: use of English 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language. 5. Grammar points: present tenses, the present simple to talk about future activities B. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . D. PROCEDURES I. Warm up: Present tenses: Review - Remind Ss about the use, form, distinct time signals of the present simple, present continuous and present perfect 1. Present simple S + V(s/ es)............. * Adverbs of time: every day/week/ year/ morning/ Sunday, on Mondays.... * Adverbs of frequency: once/ twice/ three times a week. always, usually, sometime, often, never..... 2. Present continuous S + is / am / are + V-ing............... * Adverbs of time: now, right now, at present, at the moment, today......
14. * Verbs after: It is + time..... Look!, Listen! 3. Present perfect S + have/ has + PP................. * Adverbs of time: since, for, never, ever, recently, lately, so far, yet, already, just..... * Verbs after: It's the first/ second.... time... II. Grammar 1. Present tenses Act 1: Verb tenses - Ss do the exercises individually. Allow Ss to share ideas in pairs or small groups .Encourage Ss to explain how they decided on the tense in each sentence. Key: 1. Has served/ 2. Is increasing/ 3. Symbolizes / 4. Form / 5. Has celebrated / 6. is Act. 2: Mistake correction - Let Ss work individually first. Then let them share and discuss in pairs or small groups. Check, and have Ss explain why a certain tense is used. Key: 2.visit -> have visited 3.increases -> is increasing 5. has celebrated -> celebrates 7. are dancing -> dance 2. Present simple for the future Act. 3: - Ask Ss to read the monthly schedule for the extra activities at Vancouver Christian School. Then have them underline the verbs in the sentences. Key: 1 The Debating Competition takes place in the Main Hall on April 3'd. 2. The bus for the excursion to the chocolate factory leaves at 8.00 a.m on April 14th. - Allow Ss time to discuss and find the answers to the questions. If Ss are having difficulty answering question 2, T may ask questions such as 'Is a schedule usually for present or future activities?' Then have Ss read the REMEMBER! box. Key: 1. The future 2. The present simple Act. 4: - Have Ss do this exercise independently. T checks the answers as a class. Key: 1 starts - finishes /2. takes place /3. holds /4. hosts / 5. lasts Act. 5: - Ss do this exercise independently. Encourage them to be imaginative. Walk around and help Ss with new vocabulary. Ss can exchange and talk about their schedule with a partner first. Once they have done this, ask them to write down the sentences. Remind Ss that in this case, the present simple is used to talk about practical information: place, time, day, date, so this should be the focus of their sentences. Ss can use the sentences in 4 as a model. III. Homework - Learn by heart all the new words and structures. - Do Ex B5, 6 P13 - 14 (Workbook) - Prepare: Communication