Kế hoạch bài học Tiếng Anh 6 - Tuần 28, Unit 8: The world around us - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 28, Unit 8: The world around us - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date: 26/03/2023 Period 80 UNIT 8: LESSON 2.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use "so" to show a result of something; - grammar: compound sentences with "so"; 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 “the world around us”. 4. Competencies: - develop the ability to communicate and cooperate with their partners, to self-study 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’) BINGO (Teacher - whole class) - Ask each student to take a small piece of paper. - Prepare a list of words: battery, bottled water, flashlight, pillow, towel, sleeping bag, tent, camera, ball, ... - Call out each word, have students cross each word called (The first person crossing out all 5 words shouts" Bingo" and wins the games). => Lead in the lesson about imperatives II. Presentation - Grammar: Conjunction “so” (15’) a. Listen and repeat - Have students look at the picture. - Play the audio. (CD2 – 34) - Play the audio again.
2. - Explain the language focus - conjunction "so". * Conjunction: SO - We use "so" to show a result of something. Ex1: I had a bad cold, so I didn't go to school. Ex2: We are going to kayaking, so you need to bring towels. III. Practice: b. Match the two halves of the sentences. - Demonstrate the exercise using the example. - Give time for students to do the task. - Have students work in pairs to cross check the answers. - Give feedback and correct the answers. * Answers: 1.B 2.F 3.A 4.C 5.D 6.E c. Look at the table and write Tim's answers. - Have students study the task. - Demonstrate the activity by using example. - Have students look at the table given and write the answers.
3. - Check the answers with a partner. - Give feedback and correct the answers. * Answer keys: 2. Yes, we should, so we don't get thirsty. 3. Yes, we should, so we don't get cold. 4. Yes, we should, so we have something to read. 5. Yes, we should, so we don't get hungry. 6. Yes, we should, so we can buy presents. IV. Consolidation (2’): * Conjunction “so” Form: Sentence A + so + sentence B. Usage: to show a result of something. V. Homework (2’) - Learn the use of conjunction "so". - Do exercises: Grammar a, b on page 47 in workbook. - Ask them to think of what they need to prepare for a camping trip. - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 67 – SB). ------------------------------------------------------------------------- Period 81 UNIT 8: LESSON 2.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - pronounce the /ou/ sound correctly - preparing for an overnight adventure 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 “the world around us”. 4. Competencies: - develop the ability to communicate and cooperate with their partners, and other skills. B. Method. Communicative approach
4. 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’) Pelmanism (Teacher - whole class) - Prepare 12 cards with numbers (from 1 to 12) on one side and the words and its meaning in Vietnamese on the other side. 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 words and its meaning in Vietnamese 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: pillow - cái gối, that team gets one point. If not, turn the card over again and ask the next team to continue to choose numbers. - 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. battery 2. nước đóng chai 3. flashlight 4. pillow 5. khăn 6. túi ngủ 7. bottled water 8. đèn pin 9. towel 10. pin 11. cái gối 12. sleeping bag => Lead in new lesson. II. Presentation: PRONUNCIATION – Word Stress (15’) a. Focus on the /ou/ sound. - Briefly explain the focused sound feature. b. Listen to the words and focus on the underlined letters. - Play the audio (CD2 - 35) and draw students' attention to the focus sound. Ex: soap pillow phone - Play the audio (CD2 - 35) again and draw Ss' attention to the focus sound /ou/. c. Listen and repeat. - Play the audio again. d. Read the words with the correct stress to a partner. - Have students practice saying the words with a partner III. Practice (10’):
5. a. Practice the conversation. Swap roles and repeat. - Demonstrate the conversation by practicing the role - play with a student. - Have students practice the conversation. - Have some pairs demonstare the conversation. b. Practice with your own ideas. (Production - free practice) - Have students practice the conversation with their own ideas. - Have demonstrate their own conversation. IV. Production - Speaking: Preparing for an Overnight Adventure (15’) a.You're preparing for a camping trip to Cat Tien National Park. Work in pairs. Look at the list and choose the five most important items to bring with you and given reasons why. - Demonstrate the activity by practicing the role play with a student. (model role-play) - Have students work in pairs. - Ask some students to deliver the conversation b. Join another pair and compare your lists. Did you choose the same things? - Have students join another pair and compare their lists. - Ask students to demonstrate the activity. V. Consolidation (3’) - Vocabulary: about stuff to bring for a trip - Grammar: conjunction so - Pronunciation: /oυ/ sound
6. VI. Homework (2’) - Pronunciation: Practice the /ou/ sound correctly. - Practice asking and answering about preparing for a camping trip with your classmates - Do homework: Writing on page 47 in workbook. * Prepare for the next lesson: Unit 8 - Lesson 3.1 - New words, Listening, Useful language (page 68) ------------------------------------------------------------------------- Period 82 UNIT 8: LESSON 3.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - get knowledge of Geography - Natural wonders of Vietnam. 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, the awareness of loving natural wonders of Vietnam. 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’) * Chatting - Ask students some information about natural wonders of Vietnam they have known or visited to arouse Ss' interest. 1. What are Viet Nam's most beautiful natural wonders/ the greatest attractions...? 2. Where are they? 3. What are they famous for? ... * Possible answers: 1. Ha Long Bay is Viet Nam's most beautiful natural wonder. It's famous for many amazing islands and caves. - Or: Vietnam's 10 best natural wonders. 1. Ha Long Bay 2. Phong Nha - Ke Bang National Park 3. Son Doong Cave 4. Phu Quoc Island 5. Ba Be National Park, Ba Na Hill, .... II. Pre - Listening: Vocabulary (15’) a. Write the letters in the boxes. Listen and repeat. - Pre - teach new words (using pictures). + highland (n): cao nguyên + bay (n): vịnh + beach (n): bãi biển + forest (n): khu rừng + mountain (n): núi + island (n): hòn đảo
7. + waterfall (v): thác nước - Ask students to practice the new words. - Check students’ understanding. * What and Where (Teacher - whole class) - Write the words on the board, put one word in each circle. - Ask students to repeat chorally the English words. - Rub out the word 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 on some students to go on the board and write the words in correct circles again. - Ask students to write the letters in the boxes. - Give feedback and correct the answers. - Play the audio CD2 - 36 1. G 2. F 3. D 4. E 5. C 6. B 7. A b. Discuss what activities you can do at each place. - Give an example and have students discuss what activities they can do at each of the place in Task a. Ex: You can go swimming and build sandcastles at the beach. - Have students share their ideas to the class. III. While - Listening (10’):
8. a. Listen to Tom talking about places to visit. These places are the best for people who like : doing sports/ taking photos. * Pre - listening - Set the scene and introduce the listening task. * While listening: (for general comprehension) - Play the audio (CD2 - 37) once. - Play the audio again and check the answer as a whole class. (Play part of the text again, pausing after particular remarks). * Answer: doing sports. (for diving/ surfing/ hiking/ skiing) b. Now, listen and number. - Have students look at the sentences. - Play the audio (CD2 - 37) twice. - Play the audio again and check their answer as a whole class. (Play part of the text again, pausing after particular remarks.) * Answer keys: - You can go there by train or bus. =>2 - You should go there between November and April. => 1 - You should go there between December and January. => 4 - You can go there by car or bus. =>3 * Post listening (for faster students) - Encourage students to talk about a place to visit. IV. Post – Listening: Useful Language (5’) * Useful language: Listen then practice - Ask students to look at the useful language box. - Have students look at the useful language box. - Play the audio CD2 – 38 - Have students practice ask and answer. - Have students work in pairs.
9. V. Consolidation (3’) - Vocabulary about natural wonders - Useful language to give advice VI. Homework (2’) - Learn new words by heart. - Practise talking what activities you can do at highland/ beach/ mountain/ waterfall/ bay/ forest/ island. - Practise useful language. - Do exercise new words on page 48 in workbook. - Listen and fill in the blanks on page 48 in the workbook. - Prepare: Lesson 3.2 – Reading, Speaking and Writing (page 69 – SB). - Find out some natural wonders of Vietnam and activities. ------------------------------------------------------------------------- ENGLISH 8 Period 80: Unit 10: COMMUNICATION Lesson 2: A Closer Look 1 A. Objectives: By the end of the lesson, sts will be able to: 1. Knowledge:- Practise vocabulary related to the topic communication. - Pronounce the words ending in -ity and -itive correctly in isolation and in context and use the lexical items related to the topic of communication: types of communication. 2. Competences: Communication, ability to use language- Self-learning capacity - Creative capacity - Cooperation capacity. 3. Qualities: Studious, respondsible and honest. 4. Skills: Listening, speaking, writing and reading. 5. Teaching aids: Textbook/ poster/ loudspeaker/ USB 6. Ways of working: Individual/ pair/ group work B . Procedures: * Warmer: - Greeting. - Checking the old lesson. I. Presentation: 1. Vocabulary: 1. Activity 1: Choose words or phrases from the box to describe the photos about other ways of communication: - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. Answer keys: 1. using music 2. using signs 3. leaving a note 4. painting a picture 5. communicating non-verbally with animals 6. using codes 7. sending flowers 8. using body language 2. Activity 2: Match the words with the definitions: - Have sts work individually. - Sts work themselves.
10. - Sts share. - T and sts check and correct. Answer keys: 1 + d 2 + e 3 + b 4 + c 5 + a *Chatting: - T asks. - Sts answer. a. Have you ever had any experience of these ways of communication? b. What way did you use? c. When did you use? d. How did you do? e. How did you feel about the experience? 3. Activity 3: Complete the diagram - Have sts work in groups. - Sts work in groups. - Sts complete the diagram, think of all the communication forms they’ve learnt. *Forms of communication: - Verbal (meeting face to face/ video conference/ discussion group/ ) - Non - verbal (using signs/ using codes/ using body language/ sending flower/ ) - Multimedia (texting/ email/ snail mail/ mobile phone/ ) 4. Activity 4: Choose one or more pairs of ways of communicating. Which one is better? Why? Answer keys: Email – snail mail Video conference – F2F meeting Mobile phone – landline phone Message board – F2F discussion group St1: I think is better. St2: Why? St1: Because it is .. II. Practice. Pronunciation: Stress in words ending in -ity and -itive - T writes some words and has sts mark the stress. - Sts do then share. - opportunity - positive - competitive - nationality - Have sts think of the rule. *Remember: For words ending in -ity and -itive, place the stress on the syllable before the suffix. 5. Activity 5: Mark the stress for the following words then listen and repeat: - Have sts mark the stress themselves. - Sts do individually. - Sts share. - Sts listen to check and correct. - Sts listen and chorus. -ity: ability, community, opportunity, nationality, unity, possbility, -itive: native, positive, infinitive, competitive, repetitive, III. Production: Fill in the gaps with the words in 5 and practice saying the sentences: - Have sts mark the stress themselves. - Sts do individually.
11. - Sts share. - Sts listen to check and correct. - Sts listen then read again. Answer keys: 1. What’s his nationality? - He’s Japanese. 2. Try not to use this word too often otherwise your text will become repetitive. 3. Sport can be either competitive or non-competitive. 4. There’s a good possibility that they will win. 5. Her dancing ability is impressive! IV. Homework: - Learn by heart vocabulary. - Do exercise part B and prepare “A closer look 2”./. Period 81: Unit 10: COMMUNICATION Lesson 3: A Closer Look 2 A. Objectives: By the end of the lesson, sts will be able to: 1. Knowledge: Complete the exercises on Future continuous tense, use the future simple and future continuous correctly and remember some verbs followed by to-infinitive. 2. Competence: Self-learning capacity - Creative capacity - Cooperation capacity. 3. Qualities : Hardworking, responsible and honest. 4. Teaching aids: Textbook/ poster 5. Ways of working: Individual/ pair/ group work 6. Skills: Listening and writing. B. Procedures: * Warmer: - Greeting. - Checking the old lesson. I. Presentation: 1. Future continuous review - Have sts read again the conversation in Getting started and answer the questions. a. What will Nick be doing at 2.30pm this Sunday? b. What will Phuc and Nick be doing at about 4.15pm this Sunday? - St read and answer. - T writes on board. He will be having his Vietnamese class. They will be Watching a film at the cinema. - Have sts write the form. +. Form: S + will be + V.ing S + will not be + V.ing +. Use: We use the future continuous to express being in the process of doing s.th at a specific time in the future. - Have sts make examples. - Sts make examples. 2. Verb + to infinitive: - Have sts read again the conversation to find all the verbs that are followed by to - infinitive. - Sts work individually.
12. - Sts share. - Sts write on board. Answer keys: want to call plan to meet decide to go try to call need to take Remember: + If we want to follow a verb with another action, we must use either a gerund or an infinitive. + Some verbs such as: love/ hate/ prefer can be followed by both a gerund or an infinitive without significant change in meaning. + Some common verbs followed by to infinitive: - Verbs of thinking: choose/ decide/ plan/ hope/ - Verbs of feeling: love/ hate/ prefer/ want/ need/ wish/ - Other verbs: try/ afford/ agree/ appear/ expect/ hesitate/ learn/ manage/ promise/ - T and sts check and correct. II: Practice: 1. Activity 1: Complete the sentences with the future continuous: - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. Answer keys: 1. Will he still be sleeping/ will be studying 2. will be having 3. will be eating 4. Will she be staying/ will be writing 5. will be playing 6. will be learning 2. Activity 2: Look at the year provided. Work in groups to predict when the following may happen in the future. - Have sts work in groups - Sts discuss to decide which year to put in the gaps. - Sts explain the reason for their choice. 3. Activity 3: Choose the best answer - Have sts work themselves. - Sts work individually. - Sts share. - T and sts check and correct. Answer keys: 1. to stay 2. to have 3. to take 4. to call 5. to communicate III. Production: Imagine you are in the year 2050 and work in pairs to share your ideas about the ways of communicating that you think will be the most common:
13. - Have sts work in pairs. - Sts work in pairs. - Sts share their ideas. - Sts read aloud their full sentences. Example exchanges: - I will be using a video chat when phoning. - We will be using cideo conferencing in every meeting. IV. Homework: - Learn by heart grammarn. - Do exercise part B and prepare “Communication”./. Period 82 Unit 10: COMMUNICATION Lesson 4: Communication A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - have a brief overview of ways of communication - use lexical items related to communication breakdown (language barrier, cultural difference, communication channel, shrug (shoulder), glance) - get to know more about reasons for communication breakdown and understand more abbreviations for chatting and texting online. - talk about ways to avoid communication breakdown. 2. Competence: Communication, ability to use language (talk about ways to avoid communication breakdown), Creative capacity (give technology solution that will help people avoid the communication breakdown). 3. Quality: hardworking, responsible and honest. 4. Skills: listening and speaking B. TEACHING AIDS: Ss’ books, textbook, projector, cards C. PROCEDURES * Warm up: Brainstorm - T divides class into 2 teams: A-B - In 2 mins : Ss from each team (one by one) write on the board - T gives feedback and remarks Using signs sending flowers Ways of communication I. Pre-speaking: 1. Vocabulary - Get students to do a matching exercise to revise the words. A B 1. Language barrier a. one culture is unlike another 2. cultural difference b. raise (shoulders) 3. communication channel c. difficulty in speech 4. shrug (shoulders) d. look very quickly 5. glance e. a method is used to communicate with other people 2. Activity 2: Pre-question:
14. - T asks Ss to work in groups of five and answer the questions: ? What does Communication breakdown mean? ? How to avoid Communication breakdown? - Ss give answers - T explains more if necessary II. While-speaking: 1. Activity 1: Matching (the following possible reasons for communication breakdown with the examples). - Ss work in pairs - Ss share the answer with other pairs. - T asks Ss to give the answers. - T and Ss check and correct. keys: 1 + A 2 + B 3 + C 4 + C 5 + A 6 + B - Then T asks Ss to work in pairs and add some more reason and examples - Ss discuss and add more. - T writes Ss’ answers on board. 2. Activity 2: Matching (Body language with the meaning) - T asks one or two Ss to explain : “Body language” - T helps Ss to understand “Body language”. - T explains: “Body language” can help to avoid communication breakdown. - T mimes and asks sts to guess what T is trying to say. - Have Ss work in pairs: match the body language with the meanings. - T and Ss check and correct. keys: 1 + c I don’t know. 2 + a I’m angry. 3 + e Sorry. I need to go now. 4 + b I’m happy. 5 + d It’s wonderful. I’m so excited. 3. Activity 3: Decoding abbreviations: - Have Ss work in pairs, decode the abbreviations. - Ss write their answers. - Ss share. - T and Ss check. Keys: 1. Where r u? We r @ Lotte on 2/F Where are you? We are at Lotte on the second floor. 2. I’ll b 5 mins late. CUS. I’ll be 5 minutes late. See you soon. 3. Wanna c a movie this wkd? Do you want to see a movie this weekend? 4. Pls call me rite bck. Thx. Please call me right back. Thanks. 5. Hi! Wot R U doin 2nite? Hi! What are you doing tonight? 6. Did u c it? LOL. Did you see it? Laugh out loud.
15. - T asks Ss add more words. III. Post-speaking: *Activity : Discussion - T asks Ss to work in group. - T asks Ss to make their group’s Ideas Bank by discussing a technology solution that will help people avoid the communication breakdown mentioned in Ex.1. - Have Ss present their ideas to share with the class to make a big Ideas Bank. Example: Language Barrier - We will use an app on a smart phone to automatically translate what we are saying into the language of the listener. *. Homework: - Learn by heart vocabulary. - Do exercise part B - prepare “Skills 1”./.