Kế hoạch bài học Tiếng Anh 6 - Tuần 24, Unit 7: Movie - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 24, Unit 7: Movie - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date: 26/02/2023 Period 68. UNIT SEVEN: LESSON 2.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to use the Past Simple with "to be" was/ were to talk about completed events, states, or actions. 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 “movies”. 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’) BINGO (Teacher - whole class) - Ask each student to get a small piece of paper and write down 5 of the adjectives from the previous lesson. - Prepare a list of adjectives: disappointing, exciting, amazing, boring, fantastic, terrible, funny, awful, great, gripping, scary, hilarious, violent, moving, socking, ... - Give instruction to the game: Every time the teacher calls out an adjective, if anyone has the same word, they cross it out. The first person to cross out all 5 adjectives shouts "Bingo" and wins the games. - Call out each word in a loud voice. => Lead in the lesson about imperatives II. Presentation - Grammar: Past Simple with “tobe” (15’) a. Listen and repeat
2. - Have students look at the picture. - Play the audio. - Play the audio again. - Explain the use of the past simple tense with "to be". - Make sure students understand the key terms: completed event, states, or actions. - Emphasize that the verb “to be” is mainly used for states. III. Practice: b. Circle the correct verbs. - Demonstrate the exercise using the example (EX1) - Ask student to read the sentences and circle... - Give feedback * Answers: 2. was 3. was 4. were 5. Were 6. was c. Look at the table and complete the dialogue.
3. - Demonstrate the activity by using the example. - Have students write Ann’s answers. - Check students’ answers. * Answer keys: 1. It was the Great Bananas. 2. Yes, it was very funny. 3. It was on at 4: 45 p.m. 4. They were Time 7 and Earth life. 5. They were exciting. 6. They were on at 7:30 p.m. and 9 p.m. d. Now, practice the conversation with your partner. - Ask students practice the dialogue in pairs. - Ask each pair to replace the provided information with their own information and continue to practice for fluency. - Call some pairs to role-play the dialogue in front of the class. Optional activity (If time is given) - Have students practice similar conversation in pairs by replacing Ann’s answers with others. - Walk around and give support if necessary. - Have some volunteers deliver the conversation in front of the class. IV. Consolidation (2’): - Go over the grammar point again to make sure students have clearly understood the use of the simple past tense with different forms of the verb “to be”. V. Homework (2’) - Do the Listening and Grammar exercises on page 41 in the workbook - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 59 – SB). ------------------------------------------------------------------------- Period 69 UNIT SEVEN: LESSON 2.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - pronounce most two-syllable adjectives learnt with correct primary stress.
4. - exchange information about movies. 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 “movies”. 4. Competencies: - 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’) - Prepare 12 cards with a number (from 1 to 12) on one side, and an adjective and its meaning in Vietnamese on the other side, i.e. 6 adjectives and 6 Vietnamese meanings - Tell it in front of the class 1 2 3 4 5 6 7 8 9 10 11 12 - Stick the cards on the board so that the students can only see the numbers; make sure the adjectives and their meanings are mixed up - Divide the class into teams and ask them to choose two numbers at the same time - Turn the cards over if the match: Ex: sad – buồn, that team gets one point. If not, turn the cards to hide the words again and ask the next team to continue to choose numbers - Continue until all the cards are turned over. The team that has more points will win the game. * Possible answers: 1. terrible 2. sad 3. Fantastic 4. khủng khiếp 5. tuyệt vời 6. funny 7. exciting 8. buồn 9. hài hước 10. thú vị 11. boring 12. chán => Lead in new lesson. II. Presentation: PRONUNCIATION – Word Stress (15’) a. Stress the first syllable for most two-syllable adjectives. - Briefly explain the pronunciation feature / stressed syllable of 2-syllable adjectives. * Notes: - Word stress (chủ âm của một từ) là một vần hay một âm tiết của từ đó được đọc mạnh và cao hơn những vần còn lại, nghĩa là phát ra âm đó với một âm lượng lớn hơn và cao độ hơn. - For most two-syllable adjectives, they are stressed on the first syllable (Hầu hết các tính từ hoặc danh từ có 2 âm tiết thì trọng âm thường được nhấn ở âm tiết thứ nhất: Ex: early, happy, better b. Listen to the words and focus on the underlined letters. - Play the audio (CD2 - 21) and draw students' attention to the stressed syllable - Play the audio (CD2 - 21) again and draw students' attention to the stressed syllable - Listen and repeat with a focus on the pronunciation feature/ stress syllable Ex: awful boring action (movie) c. Listen and cross out the one with the wrong word stress. - Play the audio and have student listen and cross out.
5. - Play the audio again and check the answer as a whole class. * Answer: funny - Wrong. Stress is on the second syllable. d. Read the words with the correct stress to a partner. - Have students practice saying the words with the correct words stress. - Give back and correct. III. Practice (10’): a. Practice the conversation using the information below. Swap roles and repeat. - Demonstrate the conversation by doing role-play with a student - Have Ss practice the conversation - Have some pairs perform the conversation in front of the class b. Practice with your own ideas. (Production - free practice) - Have students practice the conversation with their own ideas - Have students demonstrate their own conversation IV. Production - Speaking: What Was on at the Movies? (15’) a. You love watching movies. Student B (p.125 - File 11). Student A, talk to Student B and complete the table with their answers. Swap roles. Student A (p.121- File 3) - Demonstrate the activity by practicing the role play with a student. - Have students work in pairs. - Have students B turn to page 125, File 11. - Have students practice in pairs. - Have students A turn to page 121, File 3. b. Ask and answer with your own information (Production - free practice) - Let students practice asking and answering with their own information. - Ask students demonstrate the activity. V. Consolidation (3’) - Go over the key points of the lesson with the whole class - Check these points by asking some students at random to demonstrate the points, e.g. write an adjective on the board and ask a certain student “How do you pronounce/say this
6. word?”; or ask “What questions can we use to ask about a movie?” and appoint some students to contribute the answers. VI. Homework (2’) - Pronunciation: Stress the first syllable for most two - syllable adjectives. - Practice speaking: What was on at the movies with your classmates. - Do homework: Grammar/ writing on page 41/ (workbook) * Prepare for the next lesson: Unit 7 - Lesson 3.2 - New words, Listening, Useful language (page 60) - Think of some famous people from history in movies you have seen. ------------------------------------------------------------------------- Period 70 UNIT SEVEN: LESSON 3.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - talk about famous people from history and movies. - listen for specific/ detailed information about planning for a trip. 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; show love/respect for famous people/ heroes from the Vietnamese history. 4. Competencies: - develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and other skills. 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’) * Option1: - Have students watch a short extract/trailer of a historical movie and answer some questions about the movie. (Quang Trung, Trưng Trắc - Trưng Nhị, ) + Name of the movie: + Person: (His/ her name) + famous for: * Option 2: Chatting - Ask for some information about a Vietnamese famous person: (Vo Nguyen Giap, Tran Quoc Toan....) (Show some pictures about famous kings, queens, and battles from Vietnam.) II. Pre - Listening: Vocabulary (15’) a. Fill in the blanks. Listen and repeat. - Pre-teach the new words - Ask students to look at the pictures to give the meaning of new words - Write down new words. army (n): quân đội king (n): nhà vua soldier (n): binh lính queen (n): nữ hoàng, hoàng hậu general (n): vị tướng battle (n): trận đánh
7. win (v): chiến thắng invaders (n): kẻ xâm lược - Ask students to practice the new words. - Check students’ pronunciation and understanding of the new vocabulary. * What and Where (Teacher - whole class) - Write the words on the board, put each word in a circle. - Ask students to chorally repeat the English words. - Rub out the words one by one. - When all the circles are empty, ask students to repeat again; make sure the students can remember the words in their circles. - Call some students to go to the board and write the words in their correct circles again. - Ask students to fill in the blanks. - Correct the answers. - Play the audio and ask students to repeat. Answer key: 1. army 2. king 3. queen 4. soldiers b. Circle the correct definitions for the underlined words. Listen and repeat. - Have students circle the correct definitions... - Give feedback and correct. - Play the audio. Answer keys: 1. B 2. A 3. A 4. A c. Talk about famous kings, queens, and battles from your country. - Elicit some useful information about Ly Thai To from students to set the context of speaking task 1. Lý Thái Tổ was a famous king. - Give cues/ prompts of Lý Thái Tổ * Possible cues given: + Born/ March 8/ 947 AD/ died/ March 31/ 1028 + The founder/ Lý dynasty of Vietnam. + Reigned/ 1009/ 1028. .......... - Ask student to prepare. - Give feedback and correct.
8. Lý Thái Tổ was a famous king. He was born on March 8 in 947 AD and died on March 31 in 1028. He was the founder of the Ly dynasty of Vietnam. He reigned from 1009 to 1028. - Work individually using the cues. - Share the ideas with the partners. - Talking about Ly Thai To in front of the class III. While - Listening (10’): * Pre listening - Set the situation by asking students some information about Alexander the Great. *While-listening a. Listen to Jim and Lisa talking about the movie Alexander the Great. Who liked the movie? (For main idea.) - Play the audio (CD2 - 25) twice - Play the audio again and check the answer as a whole class - Encourage students to say why they choose the answer if there is time (for better students). * Answer: Lisa liked the movie (I thought it was great. He was a great king.... I thought it was really interesting.) b. Now, listen and tick what each person said. - Have students look at the table and guess the answers. - Play the audio (CD2 - 25) twice. - Play the audio again and check their answer as a whole class History movie was won many great soldiers. project boring battles Lisa    Jim  * Post - listening - Encourage students to talk about Alexander the Great. IV. Post – Listening: Useful Language (5’) * Useful language: Listen and repeat. - Ask students to look at the useful language box.
9. - Have students look at the useful language box. - Play the audio CD2 – 26. - Have students practice ask and answer. - Have students work in pairs. V. Consolidation (3’) - Go over the vocabulary with the whole class: Say the English words and students say the meaning and vice versa. Say the English definitions and students give the equivalent words. - Make sure students can ask questions to get information about famous people. VI. Homework (2’) - Learn new words by heart. - Practice talking about famous kings, queens, and battles from your country. - Listening: Listen and fill in the blanks. (Workbook - page 42) - Study: What do you know about the story of Quang Trung... - Prepare: Lesson 3.2 – Reading, Speaking and Writing (page 61 – SB). ------------------------------------------------------------------------- ENGLISH 8 Period 68 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 7: Looking back & Project A. OBJECTIVE: By the end of the lesson, sts will be able to review all grammatical points and vocabulary they have learned in Unit 8, complete all exercises given in the textbook and practice the four skills. - revise the vocab, grammar they've learnt in Unit 8 - write about a city attracting visitors 1. Knowledge: - Vocabulary: lexical items related to English speaking countries - Grammar: Present tenses and present simple for future 2. Skills: Practicing skills 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested in writing a city attracting visitors. 4. Competences: - Co-operation - Self- study - Using language to do exercises 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. PROCEDURE 1. Warmer: - Greeting. - Chatting about Australia. 2. New lesson: A. Vocabulary:
10. *Activity 1: Match the words with the definitions: - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. Answer keys: 1. c 2. e 3. f 4. b 5. d 6. a *Activity 2: Choose the best answer A, B or C to complete the sentences: - Have sts work individually. - Sts work themselves. - Sts share. - Sts read aloud their answers. - T and sts check and correct. Answer keys: 1. C 2. A 3. C 4. B 5. B 6. A B. Grammar: *Activity 3: Decide if the sentences have a present meaning (P) or a future meaning (F): - T models. - Sts listen - Have sts work in pairs. - Sts work with their partner. - T and sts check and correct. Answer keys: 1. F 2. F 3. P 4. P 5. F *Activity 4: Complete the sentences with the appropriate present tense of the verbs in brackets: - Have sts read the sentences carefully. - Sts read the sentences. - Remind sts of using the present tenses: Present simple, present progressive, present perfect. - Have sts work individually. - Sts work themselves. - Sts share. - Sts read aloud their answers. - T and sts check and correct. Answer keys: 1. faces 2. doesn’t set 3. has won 4. has done 5. is 6. are trying C. Communication: *Activity 5: Discuss if the statements are correct: - Have sts work in groups. - Sts work in groups. - Sts discuss the statements. - Sts correct the false statements. - T and sts check and correct. Answer keys: 1. Scottish men wear kilts. 2. The USA has the biggest population. 3. California is a state in the USA.
11. 4. They live in Australia. 5. English and French D. Project: - Have sts work in groups, think about a city in Viet Nam, do some research about the city then make a list of the places and activities that they think will attract visitors. - Have sts design a poster for the city with pictures and information. - Have sts present to the class. - T and sts comment and vote for the most appealing poster. Homework: - Do the left exercises. - Revise the vocabulary. - Prepare Unit 9: Getting started. UNIT 9: NATURAL DISASTERS Lesson 1: Getting started: Shocking news A. OBJECTIVES: By the end of the lesson, Ss will be able to : I. Knowledge: - Have a brief overview about natural disasters. - Use some lexical items related to the topic “natural disasters” - Understand the conversation. II. Competence: communication, ability to use language, self-study, co-operation. III. Qualities : responsibility, honesty, industriousness. IV. Skill : Reading, speaking. V. Grammar : past simple, passive. B. Teaching aids: Posters , pictures, a cassette C. Procedures: I. Warm up : Matching - Ask ss to look at the pictures and match the natural disasters with the pictures. - Have SS work in pairs to match the worlds/ phrases to the pictures - Ss share answers with another pairs Answer key : 1. C: flood 2. D: forest fire 3. F: tsunami 4. B: tornado 5. G: mudslide 6. A: volcanic eruption 7. H: drought 8. E: earthquake II. Pre- reading : 1. vocabulary : Matching - Ask ss to work in pair and match the words with their meaning. A B Typhoon less ,or little, in importance. severe physical harm or damage injury a feeling of happiness minor tropical storm relief very serious property an event that result in great harm to trap things owned by someone. Debris a divice for catching animals.
12. disater garbage and waste 2. T/ F prediction - Ask ss to work in pair, read these sentences and have a guess. a. Doung didn’t watch TV last night. b. There was a typhoon in Nam Dinh Province. c. The typhoon hit Nam Dinh at 9 p.m. d. Many people were injured in the typhoon. e. It caused sevese damage to the city. III. While- reading. 1. Gap fill. - Ask ss to read the conversation again and fill in the gaps with no more than 3 words - Students work in group. - Ask each group give out their answers, other groups give comment. - T gives correct answers. KEY: 1. Tropical storm 2. Injured 3. Damage 4. Trapped 5. Medical supplies 6. Temporary accommodation 2. Guessing. - Ask ss to work in group. - Have a guess and write the responses into the correct columns. - Then listen, check and repeat. KEY: Responding to good news Responding to bad news Wow! Oh dear! That’s great! That’s awful! That’s a relief! How terrible! How wonderful! Oh no! That’s awesome! That’s shocking! 3. Matching. -Ask ss to work in pair to match the sentences (1-6) to the responses (a-f). -Then pracrise the exchanges with a partner. . T goes around the class to provide help. KEY: 1.b 2. d 3. f 4. c 5. a 6. e 4. Discussion. - Ask and answer questions about common natural disasters in some areas in Viet nam. - T asks Ss which of these natural disasters can happen in Viet Nam. - Asks Ss to work in pairs. T calls on some pairs to practise in front of the class. Example: A: Which are the most common natural disasters in Ha Tinh ? B: Typhoons and floods. A: How often do they happen there? B: Typhoons happen there about three or four times a year, and floods about twice a year. IV. Post – reading. 1. Chain game : vocabulary and natural disasters. 2. Responding : - Ask ss to work in pair one says the news and the other respond. Example : A : Hoa got mark 10 B: That’s great. D. Homework: - Learn by heart the new words.
13. - Prepare “a closer look 1”. - Talk about a natural disaster you know. UNIT 9: NATURAL DISASTERS Lesson 2: A closer look 1. A. OBJECTIVES: By the end of the lesson, Ss can: I. Knowledge: - use vocabulary related to the topic “natural dissaters” - pronounce words ending in -logy and -graphy correctly in isolation and in context. II. Competence: communication, ability to use language, self-study, co-operation. III. Qualities : honesty, industriousness, responsibility. IV. Skill : reading, speaking, listening. V. Grammar : past simple, passive voice. B. Teaching aids: Posters , pictures, a cassette C. Procedures: I. Warm up: Kim’s game. - T shows a poster with the words to describe natural disasters: flood, forest fire, tsunami, tornado, mudslide, volcanic eruption, drought, earthquake. - Ss try to remember as many as possible . The team which can write more will be the winner. II. Presentation : 1. Vocabulary : Matching a. Match the words below with their meaning. - T ask ss to work in pairs and do the matching. A B Erupt go down onto the ground suddenly Rage put something into a hole and cover it Collapse extremely or violent anger Strike become active and eject lava Bury refuse to continue working Shake move backwards and forwards b. Match the verbs in column A to the nouns in column B. - Ask ss to work in pairs and match. A B 1. scatter a. the village 2. take b. debris 3. evacuate c. the forest fire 4. provide d. shelter 5. put out e. aid KEY: 1.b 2.d 3.a 4.e 5.c Audio script: 1. Scatter debris 2. Take shelter 3. Evacuate the village 4. Provide aid 5. put out the forest fire III. Practice.
14. 1. Gap fill. - Ask ss to work in groups of 4 and fill in each blank with a suitable verb in the correct form from the box below. - Then listen, check and repeat. KEY: 1. struck 2. Erupted 3. Shook 4. Buried 5. Raged 6. Collapsed 2. Complete the sentences. - Ask ss to use the phrases in 2 in the correct form to complete the sentences. - T confirms their correct answers. Key: 1. Provided aid 2. put out the forest fire 3. Took shelter 4. Scattered debris 5. Evacuated the village IV. Production. 1. Chaingame : Vocabulary. V. Pronunciation : Stress in words ending in -logy and -graphy 1. Listen and repeat these words. Pay attention to the stressed syllables. - T plays the recording and asks Ss to listen and repeat the words, paying attention to the stressed syllables of each word. T explain the rule in the REMEMBER! box and asks some Ss to give some words ending in -logy and –graphy 2. Listen and mark the stress on the correct syllable in the word below. Pay attention to -logy and –graphy - T asks Ss to work in pairs to practise saying the words and mark the stress on the correct syllable in each word. Then T plays the recording. Ss listen and check. T may pause after each word and ask them to repeat chorally. T corrects their pronunciation. KEY: 1. Soci’ology 2. Zo’ology 3. Bibli’ography 4. Clima’tology 5. As’trology 6. De’mography VI. Homework: - Learn by heart the new words - Practise pronouncing words ending in -logy and -graphy - Do exercises A1, B1, B2, B3 (pages 19, 20) - Prepare “A closer look 2”