Kế hoạch bài học Tiếng Anh 6 - Tuần 25, Unit 7: Movie - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 25, Unit 7: Movie - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date: 5/03/2023 Period 71 UNIT SEVEN: LESSON 3.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - read for specific information about the story of Quang Trung. - talk about famous people from history. - write a short movie review of 50-60 words. 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. 4. Competencies: - show love/ respect for famous people / heroes from the Vietnamese history. 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: Chatting - Have students talk about famous kings, queens, and battles from their country. * Options 2: - Ask students to talk about what they have known/ learnt about Quang Trung or ask questions... 1. What is the hero Quang Trung also known as? 2. Who was Quang Trung? 3. When and where was he born? 4. What did he often ride: ....... Possible answers: 1. Nguyen Hue 2. King Quang Trung is a great national hero in the 18th century – a hero in plain clothing. 3. In 1753, Tây Sơn District, Bình Định province 4. He rode on an elephant. => Lead to the new lesson. II. New lesson:  Activity 1: Reading (10’). a. Read Phương's movie review and fill in the blanks.
2. * Pre - reading - Let students look at the picture and introduce the story of Quang Trung. - Pre - teach vocabulary (if necessary) * While - reading: - Have students read the review and fill in the blanks. - Have students check their answers. - Give feedback and correct. * Answer keys: 1. general 2. army 3. king 4. Invaders 5. soldiers 6. Battle b. Read and write "True" or "False". - Have students read the review and choose T/ F. - Give feedback and correct the false sentences. - Give the answer: 1. F 2. F 3. F 4. T * Post - reading: - Encourage a better student to retell the story of Quang Trung.  Activity 2: Speaking: Movies about People from History (10’) a. Here are two movies about famous people from history. Take turns asking and answering. * Pre - speaking: - Elicit some information about Trưng Vương – Trưng Trắc, Trưng Nhị from students to arouse the students ' interest. - Think of how to make questions and answers individually. - Take turns asking and answering about the famous people in the movie. (Choose one of the two movies to practice). - Demonstrate the activity in front of the class in pairs. * Possible answers:
3. 1. What was the movie title? 2. Who were the famous people? 3. When were they born? 4. When did Trưng Trắc become queen? 5. What were they famous for? * While - speaking - Practice asking and answering about the movies. - Have student practice ask and answer - Call some students to demonstrate * Post - speaking: b. Discuss other movies about famous people from history. Use your own idea. - Ask students to discuss other movies - Ask students to practice asking and answering - Call some pairs to demonstrate  Activity 3: Writing (15’). a. With a partner, use the notes to make sentences about the famous American, George Washington. * Pre - writing: - Explain what to include in a movie review. * While - writing: - Have students use the notes to make sentences. - Give feedback and correct the answers. * Possible sentences: - George Washington was the first president of the USA. - He was born in 1732 and became a general in 1775. - He fought many battles against the British. - His army won the Battle of Yorktown in 1781. It was the last battle of the war. - He became president of the United States of American in 1789. b. Now, use the notes to write a short movie review. Write 50 to 60 words. - Have students use the notes to write a movie review. - Feedback and correct. * Possible writing: I watched the historical movie George Washington. It was great! He was the first president of the USA. He was born in 1732 and became a general in 1775. He fought many battles against the British. His army won the Battle of Yorktown in
4. 1781. It was the last battle of the war. He became president of the United States of American in 1789. If you like history, you should watch this movie. * Post - writing: - Have students read/ retell their reviews aloud. * Note: Teacher can have students do some exercises of unit 6 review if there is time) III. Consolidation (3’) - Summarize the key points of the lessons: Some technical questions ask about famous people from history or movies The use of the simple past tense to talk about past events How to organize ideas for a movie review. IV. Homework (2’) - Practice asking and answering movies about famous people from history. - Write a short movie review (b) - page 61 in the notebook. - Prepare: Unit 7 - Review (pages 98, 99 – SB). ------------------------------------------------------------------------- Period 72 UNIT SEVEN: LESSON 3.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - have a better grasp of language focus of unit 7. 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 “movie”. 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’) * Option1: Chatting Encourage a student to choose a movie about famous people from history and tell the story of the movie. * Options 2: - Have students listen to an interesting song from a famous movie. * Option 3: Play games: Kim's Game, Bingo, lucky number (Using vocabulary - page 99). => Lead to the new lesson. II. New lesson:  Activity 1: You will hear a boy giving a presentation about a movie he saw. Listen and fill in the blanks. You will hear the information twice. * Pre - listening: - Set the context of the listening task. - Have students work in pairs to read through the questions and guess the answers.
5. * While - listening: - Play the audio CD2 - 69 twice - Play the audio again - Give feedback and correct if necessary * Answer keys: 1. Thursday 2. Birch 3. funny 4. Seven 5. music  Activity 2: Reading (9’): Read the movie review. Choose the correct answer A, B, or C. * Pre - reading: - Ask students to tell if they know about Elizabeth I. - Pre teach Vocabulary if necessary - Have students read all the questions and guess the answers * While - reading. - Have students read the movie review and choose the correct answer. - Give feedback and correct
6. * Answers: 1. B 2. B 3. C 4. A * Post - reading. - Encourage students to retell the movie review if there is time.  Activity 3: Vocabulary (7’). Match the words with the descriptions. - Have students review all the words, read all the questions. - Have students read the descriptions and match. - Give feedback and correct. * Answer key: 1. horror 2. Comedy 3. science fiction 4. sad 5. exciting 6. soldiers 7. general  Activity 4: Grammar (5’) – Underline the mistake in each sentence. Write the correct word on the line. - Elicit the grammar notes from students. - Have students do the exercise. - Give feedback, correct and explain if necessary. Answer keys: 1. at => on 2. weren't => wasn't 3. were => was 4. in => at 5. Was => were 6. Win => won 7. wasn't => was  Activity 5: Pronunciation (5’) - Circle the word that differs from the other three in the position of primary stress in each of the following questions.
7. - Have students review the word stress they have learnt. - Have students circle the word that differs from the other three in the position of primary stress in each of the following questions. - Give feedback, correct. - Ask students to practice stressing. Answer keys: 1. C 2. A 3. B 4. D 5. C 6. A III. Homework (2’) - Write the answers in their notebooks - Do exercises: Reading/ writing on page 43 (workbook) - Prepare: Unit 8 – Lesson 1.1: Vocabulary and Listening (Page 62 – SB). - Preparation: new words, answer the question: "What outdoor activities do you want to do at weekends? ENGLISH 8 Period 71: UNIT 9: NATURAL DISASTERS Lesson 3: A closer look 2. A. OBJECTIVES: By the end of the lesson, Ss can use: I. Knowledge : - Use the past perfect tense to talk about an action before a started time or another action in the past. - Use the passive voice to talk about an action done by someone. 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, past perfect tense. B. Teaching aids: Posters , pictures, a cassette C. PROCEDURE: I. Warm up: Mention as many kinds of pollution as possible. - The class is divided into 2 teams. The team has more correct words will be the winner. II. Presentation 1. Dialogue: - Ask ss to read the dialogue in pairs A: Did you watch TV last night ? B: No, I didn’t. What ‘s happened? A: There was a typhoon in Nam Dinh? B: Oh no! That’s terrible! Was anyone injured? A: Only a few minor injuries were reported. Most people had moved to safe area when the storm broke. 2. Model sentences: a. Only a few minor injuries were reported => Form : S+ be + Vpp + by + O
8. => Use : to talk about an action done by someone b. Most people had moved to safe area when the storm broke. => Form : S + had + Vpp + O => Use : to talk about an action before a started time or another action in the past. III. Practice : 1. Complete the sentences: - Ask ss to work in groups. - Use the correct passive form of the verbs in brackets. - Students give their answers. - T confirms the correct answers. KEY: 1. was scattered 2. are built 3. were taken 4. will be predicted 5. Will be delivered/ are going to be delivered 2. Rewrite the following sentences : - Ask ss to work in pairs. - Rewrite these sentences using the correct passive voice. - T asks some Ss to give comments on the sentences on the board. - T confirm the correct sentences. KEY: 1. Food and blankets have been given out to homeless people (by volunteers) 2. Ten people trapped in collapsed buildings have been freed (by the rescue workers) so far. 3. Was the whole village destroyed (by the storm)? 4. If the area is hit by the storm, a lot of damage will be caused. 5. A garden party is going to be organized to raise money for the victims of the flood. 3. Gap fill. - Ss work individually and give the correct verb form. - Then they share their answers with one or more partners. - T asks some Ss to say their answers aloud. - T gives comments, and make any correction if available. KEY: 1. Had left 2. Arrived, had stopped 3. Had spent, arrived 4. Got/ hadn’t taken 5. Found, had bought IV. Production : Game - Ss work in two teams. - Take turn to give reasons why you were pleased / upset / happy / angry, ect. - Use past perfect for the event that had happened. - Each correct sentences gets one point. - The team with the most points wins. - T models the game with the whole class first. - T divides class into two teams. Then allows members from the two teams to take turns in giving reasons why they were pleased / upset / happy / angry, ect. - T counts the correct sentences to find the winning teams. Example: A: On my birthday, I was very pleased because I had received a nice present. B: Last Tuesday I was annoyed because I had missed the school bus. V. Homework: - Do the exercises B4, B5 (pages 20,21) - Prepare “communication”.
9. Period 72 UNIT 9: NATURAL DISASTERS Lesson 4: Communication . A. OBJECTIVES: By the end of the lesson, Ss can : I. Knowledge : - Have a brief overview about natural disasters. - Get to know about others’ views on natural disasters. - Express their own’s views about natural disasters using vocabulary related to topic “natural disasters”. II. Competence : - Communication, ability to use language, self-study, creative ( make dialogue ) co-operation ( work in pair ). III. Qualities: industriousness, responsibility, honesty. B. TEACHING AIDS : textbook, cassette, dics, projector C. PROCEDURE: I. warm up: T asks Ss to work in groups to discuss the questions : “ Can we prevent natural disasters with the help of modern technology?” II. Pre – speaking. 1. Vocabulary : Matching - Ask ss to work in pairs and match the words with their meanings A B deal with responsible for something or someone Climate change take action to solve a problem Victims change in the world’s weather be in charge of someone has been hurt or dammaged 2. Listen. - Ask ss to a radio program on 4Teen News. - Then fill in the gaps with the words they hear. KEY: 1. Flooded 2. Warming 3. Used 4. Unprepared 5. Reminding III. While – speaking: 1. Discussion. - Ask ss to read the listeners’ views on natural disasters again and decide who you agree with and who you disagree with. - Talk to your friends about your opinion. - Ss make notes of the reasons for their decision. 2. Mapped dialogue : - Ask ss to work in pairs and complete the dialogue. - Then ask some pairs to present in front class. A: Hello .. B: Hi A: Are there any natural disasters in your hometown ? B: .. A: What are they ? B: .. A: Are there more natural disasters now than there were in the past ?
10. B: I think .. A: Are we prepared to deal with natural disasters ? B: I think/ I don’t think What is your opinion ? A: I think IV. Post- speaking: Writing - Ask ss to express their own views and write them down. V. Homework: - Learn by heart the new words - Express your views on the questions in activity 1. - Prepare: Skills 1 ( Unit 9). Period 73 UNIT 9: NATURAL DISASTERS Lesson 5: Skills 1 A. Objectives : I. Knowledge : By the end of the lesson, ss will be able to : - Have a brief overview about the topic “natural disasters”. - Use the lexical items related to the topic “natural disasters”. - Get some specific information about how to prepare for a natural disaster. II. Competence : communication, ability to use language, self- study, co-operation. III. Qualities : industriouness, responsibility, honesty. IV. Skill : reading, speaking. V. Grammar : present simple tense, modal verbs. B. Teaching aids : textbook, projector, computer. C. Procedures I. Warm up: Chatting - Before Ss open their books, ask the question: ‘What can we do to prepare for a natural disaster?’ - See if any Ss can come up with some ideas. - Make notes on the board. - As an option, this could be done in Vietnamese with T showing how to express these ideas in English. - Now have Ss open their books. II. Pre-reading: 1. Talking: - Ss work in groups of 4, make a list of things to do before, during and after each of the disasters in your area. You can read the article in 1 again for ideas. - Ask Ss what disasters often happen in their area. - Elicit the answers from Ss and choose two disasters that happen the most. - Divide the class into two groups; each will discuss one disaster. - Ss work in pairs within each group to discuss and write down what to do before, during and after this disaster. - Move around the class to help Ss if necessary. 2. Discussing:
11. - Discuss what you should do in the event of a natural disaster in your area. Use the information from the table above. - Now have Ss form new pairs: one student from each group above. - Have Ss ask and answer questions about the things they should do in the event of each disaster they had discussed in a. - If time allows, invite some pairs to demonstrate their conversations in front of the class. III. While- Reading: 1- Read an article about how to prepare for a natural disaster. Look at the words in the box, then find them in the article and underline them. What do they mean? - Ask Ss to scan the article to find where the words/phrases wreak havoc, essential, destructive, guidelines, and emergency are in the article. - Ask if Ss know the meaning of the words/ phrases. - If they do not, T may help Ss work out the meanings of these words from the article. - T can also explain the words/ phrases. Suggested answers: - Wreak havoc: do great damage or harm to sombody/ something. - essential: necessary. - destructive: causing major damage, from the verb destroy. - guidelines: rules or instructions telling you how to do something, espescially something difficult. - emergency: a suddenly serious and dangerous event or situation. 2. Read the article again and answer the questions - T may set a longer time limit for Ss to read the article again and answer the questions. - Ask Ss to note where they found the information that helped them to answer the questions. - Ss can compare answers before discussing them as a class. Key: - Because they can wreak havoc across large areas and cause loss of life or damage to property. - Learn about the risk in your area and read the information about natural disasters on local government sites. - Enter all the emergency contact numbers in your mobile phone so you can call the rescue and emergency workers if necessary. - Your emergency supply kit should include food, water, medication, personal hygiene items, copies of personal documents and some money. - We need to know the evacuation routes and shelters. 3a. Read the news reports (A-C) and match each one to the correct picutre (1-3). - First, ask Ss to read each news report. - T may help with the new vocabulary. - Then ask Ss to match each news report to the correct picture. - Have some Ss read out their answers before checking with the whole class. Key : 1. C 2. B 3. A 3b. Work in pairs. Each pair can choose one of the reports in 3a. Role-play telling each other about the news. Use the example below.
12. - First, remind Ss of the responses they practised in GETTING STARTED, e.g., That’s shocking!; refer them back to this section if necessary. - Now ask Ss to work in groups of three and role-play telling each other about one of the news reports in 3a. - T may go around to provide help. - After finishing, T may call on some groups to do the role-play in front of the class. IV. Post-reading: 1. Retelling: - Ss retell what should be done before a storm. V. Homework: Write the post-reading in notebooks