Kế hoạch bài học Tiếng Anh 6 - Tuần 3, Unit 1: Home - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 3, Unit 1: Home - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Date: 25/9/2022 Period 7th UNIT ONE: LESSON 2.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - Pronounce the sound /ɪ/ correctly. - Talk about housework their family members do. 2. Skill: Students can improve Speaking and Listening skills. 3. Attitude: Students have positive attitude in English language learning to participate in all classroom activities with the topic “Home” 4. Competencies: - Students will build their love for family, homes and community after lesson. - Build their love for family, homes and classmates - Students will love family and share household chores with family members. 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: Singing - Play video (The “Old McDonald” song) to warm up the students. - Teacher and students sing along and greet together. Option 2: What do you see? - Teacher shows some pictures, then asks students to guess what they see in it. (kitchen /river/ dishes/ living room/ baby/ city), pay attention to the /ɪ/ sound. - Have students read loudly, then lead to new lesson. - Have students make comments on the 6 words under the pictures (Suggestion: What is the similarity of these 6 words). - Call students to give answers. - Give feedback, introduce the sound /ɪ/. II. Presentation: PRONUNCIATION – Sound /i/ (10’) 5. Organization of the activity: a + b. Listen. Notice the sound /ɪ/ of the underlined words
2. - Play the recording (CD1, track 10) - Ask students to listen and pay attention to the sound /ɪ/. - Briefly explain how to pronounce the sound /ɪ/. Suggested answers: the /ɪ/ sound often happens with words containing letters i or y (balcony, village, ) or sometimes letter e (emergency, event, ) - Call students to make their comments on the letter that helps them notice the sound /ɪ/. - Play the recording again, have students listen and repeat with a focus on the pronunciation feature. c + d. Listen and cross out the one with different sound, then read the sentences with the correct sound to a partner. - Play the recording, have students listen and cross out the option that uses different sound. - Call students to give answers. - Play the recording again and check answers as a whole class. Answer key c: Idea => wrong (/ai/ sound, not /i/ sound) - Then have students practice saying the words with a partner, using the correct sound /ɪ/. - Have students find more words with the sound /ɪ/. - Call some students to read their words in front of the class. - Check and correct students’ pronunciation. Suggested words: live, family, give, balcony, shopping, village, III. Practice (10’): 5. Organization of the activity: Exercise. Point, ask and answer. Option 1 (Controlled practice): - Demonstrate the activity by practicing role-play with a student. - Remind students to use the right collocation of “make” or “do”. - Have pairs point to the pictures, practice asking and answering about the family members and housework. - Call some pairs to read in front of the class. - Check students’ pronunciation. Option 2. Free practice (for class with better students): - Follow the same steps as option 1 - Then give students an extra activity: Practice the conversation in the textbook; however, they try to remember the conversation content
3. - Have students use their own ideas with other housework - Have some pairs demonstrate the activity in front of the class, not looking at the textbook; encourage students to present as naturally as possible - Give feedback and evaluation. Suggested answer. 1. Who does the laundry? - My mother (does) 2. Who vacuum – clean the living room? - My sister (does) 3.Who cleans the kitchen? - My mother (does) 4. Who washes the dishes? - My father (does) - Listen to the instruction and work in pairs. - Practice the new conversation with the information in the pictures or use their own ideas. - Act out the conversation. IV. Production - Speaking: What housework do your family members do? (15’) a. You are doing a survey about housework in Teen World Magazine. Work in groups. Fill in the information for yourself, then ask 2 friends. - Demonstrate the activity by practicing role-play with a student. - Have students work in groups of 3. - Have students complete the table with information about doing the housework in their family, ask 2 friends and complete the survey. - Go round and give help if necessary. - Have students share their findings with the class. - Give feedback and evaluation. b. Discuss who does the most housework in your families - Have students discuss who does the most housework in their families - Have some students share their ideas with the class, follow the example: - Have students add more information about the person who does the most housework in their families (What housework does he / she do? How often does he / she ? - Give feedback and evaluation. V. Consolidation (3’): * Pronunciation: the sound /ɪ/: live, dishes, kitchen, village, city, laundry, dinner, * Asking about doing housework Who does / Who makes / Who cleans ? VI. Homework (2’) - Learn by heart the grammar points.
4. - Do exercises in Workbook (Page 4). - Prepare: Lesson 3.1: New words + Listening (Page 12 – SB). ------------------------------------------------------------------------- Period 8th UNIT ONE: LESSON 3.1: (Period 8th) A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - know more vocabularies about directions. - ask and answer about village, town and city. 2. Skill: Students can improve the use of English, speaking and listening skills. 3. Attitude: Students have positive attitude in English language learning to participate in all classroom activities with the topic “Home” 4. Competencies: - Students will build their love for family, homes and community after lesson. - Build their love for family, homes and classmates - Students will love family and share household chores with family members. 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’) Introduce Burano Island – Italy - Write questions on the board: 1. Where is Burano Village? 2. How do people travel around the village? 3. How are the houses in the village?/ What is special about the houses in the village? - Have students work in pairs and guess the answer. - Show a video clip about Burano Island – Italy Link: - Have students watch the clip and answer some questions: Expected answers: 1. Burano Village is in Venice, Italy 2. by boat/ walk 3. The houses in the village are painted - Introduce: Burano Island – Italy is the hometown of a boy in the listening section students are going to study today.
5. Lead to the new lesson II. Pre - Listening: Vocabulary (15’) a. Write the words in the boxes on the map. Listen and repeat - Demonstrate the activity using the example. - Have students look at the compass and write the words in the boxes on the map. - Ask students to work in pairs to check their answers with their partners. - Call students to give answers. - Check answers as a whole class. Answers keys - Play audio (CD1 – Track 12). Have students listen and repeat. - Call some students to read the words again. - Correct students’ pronunciation if necessary. b. Read the description and write the underlined words under each picture. Listen and repeat Option 1: - Have students read the description and write the underlined words under each picture. - Ask students to work in pairs to check their answers with their partners. - Call students to give answers. - Check answers as a whole class. - Play audio (CD1 – Track 13). Have students listen and repeat - Call some students to read the words again - Correct students’ pronunciation if necessary Option 2: - Have students close all books. - Give/ Show pictures, have students look and fill in the blanks. - Have students distinguish city / town and village through the pictures. - Have students open their books, read the description and write the underlined words under each picture. - Call students to give answers.
6. - Check answers as a whole class. Answer keys 1. Hội An Town 2. Đôn Village 3. Đà Lạt City - Play audio (CD1 – Track 13). Have students listen and repeat. - Call some students to read the words again. - Correct students’ pronunciation if necessary. III. While - Listening (10’): 5. Organization of the activity: a. Listen to a boy talking about his hometown. Does he like living there? - Have students look at the request of the task. Analyze the instruction, emphasize the key words. - Guide students to listen for tone of voice. - Play audio (CD1 – Track 14) - Have students listen and answer the question by circling Yes / No. - Check answers as a whole class. Answer key: Yes. b. Listen and circle “True” or “False” - Have students read the sentences, underline key words and make a guess whether the given sentences are True or False. - Demonstrate the activity. - Play audio (CD1 – Track 14) again. - Have students listen and circle “True” or “False”. - Call students to read their answers. - Check answers as a whole class. Answer key: 1.T 2.F 3.F 4.T IV. Post – Listening: Grammar – Useful language (10’) Listen then practice Option 1: - Have students look at the Useful Language box and explain - Explicit the structure: Be famous for - Play audio (CD1 – Track 15) - Have students practice the useful language - Have students practice the conversation, using other vocabularies from “New words” and Listening”, and their own ideas - Call some pairs to present, give feedback and evaluation Option 2: - Follow the same steps as option 1 - Call some students to ask and answer about a city / town / village they know (not in the book) - Have students act out the conversation as naturally as they can (without using the textbook) - Give feedback and evaluation Suggested conversation A: Where is Burano? B: It’s in the north of Italy A: Is it a town? B: No, it’s a small village A: What’s it famous for?
7. B: It’s famous for painted houses. V. Consolidation (3’): * Vocabularies about directions and places: north, west, east, south, city, town, village, * Structures: Be famous for To the north of ... / in the sound of VI. Homework (2’) - Practice asking and answering about places and directions. - Do exercises in Workbook: Lesson 3 - New words – Listening (page 6). - Prepare: Lesson 3 – Reading, Speaking and Writing (page 13 – SB). - Learn by heart the grammar points. ------------------------------------------------------------------------- Period 8th UNIT ONE: LESSON 3.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - know more vocabularies about directions. - ask and answer about village, town and city. 2. Skill: Students can improve the use of English, speaking and listening skills. 3. Attitude: Students have positive attitude in English language learning to participate in all classroom activities with the topic “Home” 4. Competencies: - Students will build their love for family, homes and community after lesson. - Build their love for family, homes and classmates - Students will love family and share household chores with family members. 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’) Introduce Burano Island – Italy - Write questions on the board: 1. Where is Burano Village? 2. How do people travel around the village? 3. How are the houses in the village?/ What is special about the houses in the village? - Have students work in pairs and guess the answer. - Show a video clip about Burano Island – Italy Link:
8. - Have students watch the clip and answer some questions: Expected answers: 1. Burano Village is in Venice, Italy 2. by boat/ walk 3. The houses in the village are painted - Introduce: Burano Island – Italy is the hometown of a boy in the listening section students are going to study today. Lead to the new lesson II. Pre - Listening: Vocabulary (15’) a. Write the words in the boxes on the map. Listen and repeat - Demonstrate the activity using the example. - Have students look at the compass and write the words in the boxes on the map. - Ask students to work in pairs to check their answers with their partners. - Call students to give answers. - Check answers as a whole class. Answers keys - Play audio (CD1 – Track 12). Have students listen and repeat. - Call some students to read the words again. - Correct students’ pronunciation if necessary. b. Read the description and write the underlined words under each picture. Listen and repeat Option 1: - Have students read the description and write the underlined words under each picture. - Ask students to work in pairs to check their answers with their partners. - Call students to give answers. - Check answers as a whole class. - Play audio (CD1 – Track 13). Have students listen and repeat - Call some students to read the words again - Correct students’ pronunciation if necessary Option 2: - Have students close all books. - Give/ Show pictures, have students look and fill in the blanks.
9. - Have students distinguish city / town and village through the pictures. - Have students open their books, read the description and write the underlined words under each picture. - Call students to give answers. - Check answers as a whole class. Answer keys 1. Hội An Town 2. Đôn Village 3. Đà Lạt City - Play audio (CD1 – Track 13). Have students listen and repeat. - Call some students to read the words again. - Correct students’ pronunciation if necessary. III. While - Listening (10’): a. Listen to a boy talking about his hometown. Does he like living there? - Have students look at the request of the task. Analyze the instruction, emphasize the key words. - Guide students to listen for tone of voice. - Play audio (CD1 – Track 14) - Have students listen and answer the question by circling Yes / No. - Check answers as a whole class. Answer key: Yes. b. Listen and circle “True” or “False” - Have students read the sentences, underline key words and make a guess whether the given sentences are True or False. - Demonstrate the activity. - Play audio (CD1 – Track 14) again. - Have students listen and circle “True” or “False”. - Call students to read their answers. - Check answers as a whole class. Answer key: 1.T 2.F 3.F 4.T IV. Post – Listening: Grammar – Useful language (10’) Listen then practice Option 1: - Have students look at the Useful Language box and explain - Explicit the structure: Be famous for - Play audio (CD1 – Track 15) - Have students practice the useful language - Have students practice the conversation, using other vocabularies from “New words” and Listening”, and their own ideas - Call some pairs to present, give feedback and evaluation Option 2: - Follow the same steps as option 1
10. - Call some students to ask and answer about a city / town / village they know (not in the book) - Have students act out the conversation as naturally as they can (without using the textbook) - Give feedback and evaluation Suggested conversation A: Where is Burano? B: It’s in the north of Italy A: Is it a town? B: No, it’s a small village A: What’s it famous for? B: It’s famous for painted houses. V. Consolidation (3’): * Vocabularies about directions and places: north, west, east, south, city, town, village, * Structures: Be famous for To the north of ... / in the sound of VI. Homework (2’) - Practice asking and answering about places and directions. - Do exercises in Workbook: Lesson 3 - New words – Listening (page 6). - Prepare: Lesson 3 – Reading, Speaking and Writing (page 13 – SB). - Learn by heart the grammar points. ------------------------------------------------------------------------- ENGLISH 8 Period 7 Unit 1: LEISURE ACTIVITIES Lesson 6: Skills 2 I. AIMS OF THE LESSON. 1. Knowledge. By the end of the lesson, students will be able to: - Listen for specific information about ways of spending time with friends - Write to give an opinion about leisure activities, using “In my opinion, I believe ..” 2. Ability: - Students can improve their two skills Listening and Writing - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can know how to write to give an opinion about leisure activities 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “leisure activities” conducted by the teacher. - Students can give opinion about leisure activities - Lesson plan, PPT slides, Student’s book, workbook, e-book, personal computer (if any), projector/TV, speakers. III. PROCEDURES A. Warm up: Chatting What do you usually do with your friends in your free time ? - Ask Ss to tell each other what they usually do with their friends
11. - Ask some pairs to volunteer to tell the class if they find each other’s answers interesting B. Pre-writing I. Listen to the radio programme and answer the questions (2 page 13) - Tell Ss that they are going to listen to a radio programme - Ask Ss to look at the questions and underline the key words before T plays the recordimg Key: 1. The topic of this week’s programme is hanging out with your friends 2.There are 2 main ways: hanging out indoors or outdoors II. Listen again and complete the table. Hanging out with your best friends (3 page 13) - Play the recording as many times as needed - Ask Ss work individually then compare answers with their partner What to do Why Watching ....(1) ..... ....than a ...(2) Making ...(3) creative Playing ...(4) good for your ..(5) Watching ...(6) .... Fun Going to .. (7) educating yourself III. Write to give an opinion - Have Ss cover the box and write some of these words / phrases on the board - Ask Ss where in a paragraph they often see these words and what could be the purpose for using them -Ask Ss work individually to complete the task and discuss their answers with a partner - Remind Ss that for some gaps there is more than one correct answer -> Organising your ideas: *Introducing your opinion: +In my opinion +I believe *Explain your opinion : + Firstly, secondly, thirdly, finally +besides , also , in addition *. Concluding / summarising your opinion: +For three reasons +in short +As I have noted IV. Complete the following paragraph with the words in the purple box -Ask Ss work individually to complete the task and discuss their answers with a partner - Remind Ss that for some gaps there is more than one correct answer Key: 1. In my opinion /I believe 2. Firstly 3. Secondly 4. Besides /Also/ In addition 5.For these reasons /In short /As I have noted C. While writing 5. Now write a similar paragraph to answer one of the following questions
12. - This task can be done in small groups where each group chooses one question. They then agree on an opinion and work together to brainstorm the ideas to argue for their points. Each member will need to write his/her own piece - Remind Ss to use the connectors they have learnt earlier in order to better organise their ideas - Go around and help ss if necessary D. Post writing Free talk about leisure activities of teenagers. E. Homework - Ask Ss to write a similar paragraph - Prepare Looking back - Do E (P8) in textbook Period 8 Unit 1: LEISURE ACTIVITIES Lesson 7: Looking back & Project I. AIMS OF THE LESSON. 1. Knowledge. By the end of the lesson, students will be able to: - Use grammar to do exercises - Give plenty of time to brainstorm ideas for a group activity 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 review knowledge about the topic “Leisure activities”, grammar points: verbs of liking, pronunciation of words containing the clusters /br/ and /pr/ and the use of signal words to write about opinion in a organized way. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “leisure activities” conducted by the teacher. - Lesson plan, PPT slides, Student’s book, workbook, e-book, personal computer (if any), projector/TV, speakers. III. PROCEDURES A. Warm up Network: Leisure activities B. Looking back 1.Which one is the odd one out -Ask Ss complete this exercise individually or in pairs -Ask once they have finished they should be able to explain their answers as well - - Accept different answers if Ss can explain their decisions logically Key: 1. DIY 2.hanging out 3.hospital 4.detest
13. 5.boring 2. Rearrange the letters to find the name of the activities -Ask Ss complete this task individually -Let Ss to give their leys before the class -Ask one S write the keys on the board Key: 1.socialising 2.relaxing 3.communicating with friends 4.doing DIY 5.using computers 6.making crafts 6.computer 3.Fill the gaps with the correct form of the verbs -Have Ss complete the sentences using their own ideas. Remind them to use gerunds or to=infinitives -Have some Ss read out their sentences. Accept all answers as long as they make sence Key: 1.working 2.learning /to learn 3.seeing 4.doing 5.meeting 6.play 4.Complete the following sentences with your own ideas -Ask Ss work individually .Then compare their answers with a partner 5. Read this paragraph from www.thinkuknow.co.uk by CEOP, the UK government agency that helps protect children from harm online and offline in the UK and internationally. Choose the most suitable words / phrases to fill the gaps - Ask Ss practice before the class - Call Ss write the keys before the class Keys : 1.Firstly 2.Secondly 3.Thirdly 4.In addition 5.In short 6.Choose from the leisure activities in this Unit. Explain why you think so. Then exchange your ideas with a partner -Allow Ss plenty of time to do this task. For each activity they choose , they should be able to give at least one reason to be protected when they go online B. Project: Join our leisure activity -Explain that Ss are going to make a poster to promote a group leisure activity - Place Ss into groups of 6. Give them plenty of time to brainstorm ideas for a group activity - Once the groups have chosen their activities - Next, the groups should design their promotional posters
14. - Finally, give each group 5 minutes to present and promote their activity to the rest of the class (next period) - Plan a trip to local cultural centre to find out what classes /clubs /activities are being offered to teenagers. Note down as much detailed information about these activities - Visit your local or school library as a group. Each group member chooses a book to read C. Homework -Ask Ss write a similar paragraph - Prepare Unit 2 Getting started Period 9 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 1: GETTING STARTED: It's harvest time A. OBJECTIVES : By the end of this lesson, Ss will be able to: 1. Knowledge - Use the lexical items related to the topic “Life in the countryside”. - Read and understand the dialogue about the harvest time 2. Competence: - Self-learning, problem solving, cooperation capability. - Using language to discuss the activities during the harvest time. 3. Quality: responsibility, hard-working, honesty, love life. 4. Skills: - Listening, reading and speaking B. TEACHING AIDS: Computer, speaker, projector, posters. C. PROCEDURES: I. Warm up: - T reviews the previous lesson by calling on some Ss to act out some leisure activities (flying a kite, playing soccer, playing hide and seek, watch TV...). The class make a guess. Then T asks Ss to decide which leisure activities are more common in the countryside and why. T writes the word "countryside" on the board. Brainstorm words and phrases describing activities which take place in the countryside. II. Pre-reading 1. Vocabulary: - buffalo - drawn cart (n): xe trâu kéo - (to) go herding : đi chăn (trâu) - (to) explore : khám phá, thám hiểm - (to) load: chất, chở - paddy field: cánh đồng lúa Ask Ss if they know the meaning. If they don't, quickly explain them. 2. Pre-questions * Set the scenes: - Look at the title of the conversation and the picture. - Ask them some questions:
15. + What is the conversation about? + Which season is the harvest time in? + What do you think the countryside is like at the harvest time + What does the farmer do? + What do the children do? - T encourages Ss to answer the questions. T plays the recording. Ss listen and read. Ask if their predictions are correct. III. While – reading. Activity 1. T / F statements: - T plays the recording and asks ss to listen. - Ss read the conversation individually and tick T/ F. - Have Ss compare their answers in groups - Ss write the answers on the board. - Feedback and correction Answer key: 1.T 2.F 3.F 4.T 5.T Activity 2 . Comprehension questions Ask Ss to try to answer the questions without referring to the conversation first. Then Ss refer to the conversation again for the correct answers. Correct the answers as a class. Answer key:: 1. He's in the countryside 2. Right on his first day there 3. It's big and colourful 4. His grandfather 5. He means that he wishes he were in the countryside too. Activity 3. Complete the sentences - Asks SS to use the words in the box to complete the sentences. -Ask them to check their answers with their partner. Answer key:: 1. colourful 2. move slowly 3. harvest time 4. paddy field 5. herding 6. buffalo- drawn card IV. Post-reading Activity 1: Discussion Have Ss work in small groups to discuss and tick the correct box and look for expression (s) to support their answer. Suggested answers: He likes it.... ".... it's more exciting than I expected" " It (the kite) looks great up there in the sky". " I live more happily here, and there's still a lot more to explore" Activity 2 : Game: Countryside charades. T divides the class into two teams for this game. They can give themselves a relevant team name such as the "horses" and the "buffaloes". Play charades with the countryside activity vocabulary from activity 2 and the Ss's list on the board. To increase the fun element, give
16. the teams a time limit of 10 seconds to guess the activity before it moves to the other team. T keeps score on the board and announces the winning team at the end. V. Homework: - Learn Vocabulary by heart - Do exercises 1, 2 part B - Prepare for A Closer look 1