Kế hoạch bài học Tiếng Anh 6 - Tuần 31, Unit 9: Houses in the future - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 31, Unit 9: Houses in the future - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date: 16/04/2023 Period 89 UNIT 9: LESSON 2.2: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - know how to use Modal verb Might to say that something is possible in the future 2. Ability - improve the use of language. - develop the ability to communicate and cooperate with their partners, to self-study and other skills. 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities. 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’) - Books closed, show the questions on the board. - Have students work in pairs, read and find the missing words. - Give time for students to find the answers. A _______, like a TV or a mobile phone, is a machine with a computer in it. A _______ is a flying machine. It can carry things. I use my phones by touching the _______. A _______ can make all kinds of objects. An _______ will make anything you want to eat. Get a _______ to do your washing and cleaning at home. - Check the answers with the whole class. Answer keys smart device 2. drone 3. screen 4. 3D printer 5. automatic food machine 6. robot helper II. Presentation - Grammar: Modal verb “might” (15’) a. Listen and repeat - Have students look at the picture. - Have students guess what they are talking about. - Play audio and have students listen and read the speech bubbles. - Play the audio. (CD2 – 45) - Play the audio again.
2. * Option 2: - Ask students to look at the grammar explanation. - Have students look at the table with the forms of Might. - Have some students read the sentences aloud. - Have students give the rule of using Might. - Ask students to write the new language in their notebooks. III. Practice: b. Fill in the blanks using “might” and a verb from the box. - Have students study the task. - Demonstrates the activity using the example. 1. Automatic food machine might make all our food. - Have students fill in the blanks using “might” and a verb from the box. - Have students check their works in pairs. - Have some students share their answers with the class. - Give feedback. * Answers: 2. might live 3. might have 4. might shop 5. might - change c. Unscramble the sentences.
3. - Have students explore the task - Demonstrate the activity using the example. 1. In the future, we might have robot helpers. - Have students unscramble the sentences. - Have students check their works in pairs. - Have some students share their answers with the class. - Give feedback (if any). Answer key. 2. How might homes change in the future? 3. In the future, we might have the robot pets 4. In the future, doors might have cameras. 5. In the future, smart devices might not have screens. d. Now, practice saying the sentences with your partner: * Option 1: - Divide the class into pairs. - Have students practice saying the sentences. - Call some students to demonstrate the activity in front of the class. * Option 2: Game: Lucky numbers - Ask students to play the game in teams. - Divide the class into two team: Team A and B. - Ask students to choose a number which is attached a word/ phrase and then say out loud a sentence with the structure they have learned. If any number showing the word Lucky, students can choose a word from the lesson and T has to make a sentence for it. # 1: Smart phones # 2: Cameras # 3: Lucky number # 4: Robot helpers # 5: Lucky number # 6: Lucky number # 7: Smart homes # 8: Drones - Announce the winner of the game. Suggested answers In the future, smart phones might be very thin. In the future, cameras might make a phone calls. III. Consolidation (3’) Use Modal verb Might to say that something is possible in the future. How might homes change in the future? We might not have robot pets. IV. Homework (2’)
4. Do exercise in the workbook: Lesson 2.2 - Grammar and Writing (page 53) Prepare: Lesson 2.3 – Pronunciation and Speaking (page 75 – SB). ------------------------------------------------------------------------- Period 90 UNIT 9: LESSON 2.3: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - know how to pronounce the /t/ sound and can do this well in the test. - use the sound correctly in their speeches. 2. Ability - improve the use of language. - develop the ability to communicate and cooperate with their partners, to self-study and other skills. 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities. 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 groups of 4 to tell everyone in the group what the devices in the future home might be like Walk around and give support if necessary. Possible answers My TV might take pictures of people in front of it. My bed might have cameras in it. => Lead in new lesson. II. Presentation: PRONUNCIATION (5’) a. Focus on the /t/ sound - Explain how the sound /t/ is made b. Listen to the words and focus on the underlined letters. printer computer robot - Play audio and draw attention to the focus sound. c. Listen and repeat - Play audio and have students listen and repeat the focus sound. - Correct if necessary. d. Read the words with the correct sound to a partner - Have students practice saying the examples in pairs. - Go around and support if necessary. - Call some students to say the words, correct if necessary. * Optional (if there’s time) - Have students practice saying the words given individually and then with a partner
5. 1. a. carrot b. parent c. teacher d. student 2. a. computer b. write c. actor d. automatic 3. a. robot b. stick c. not d. pet 4. a. article b. activity c. exactly d. nationality - Check some pairs, give comments if necessary. III. Practice (10’): a. Ask and answer. - Demonstrate the activity by asking and answering with a S. - Demonstrate it again with another S. - Ask students to pay attention to Modal verb Might. - Divide the class into pairs. - Have pairs asking and answering using the pictures and prompts. - Have some pairs demonstrate the activity in front of the class. b. Practice with your own ideas. - Have students work in pairs to give the same conversation using their own ideas. - Go around and give support if needed. - Call some students to demonstrate the conversation. - Correct and give feedback if necessary. IV. Production - Speaking: Homes of the Future (15’) a. You’re planning an article for Teen World Magazines on homes will be different in the future. Discuss and choose four differences you want to write about. Note them below. - Lead to the task by asking students to exploit things we have/do in our homes now and what we would like to have in the future/ we can imagine - Demonstrate the activity by using the example.
6. - Divide the class into pairs. - Have students discuss and choose four things they would write about in an article on the topic. - Have students write their ideas in the space provided. - Have some students share their ideas with the class. - Check some pairs, give comments if any. b. Compare your answer with another pair. Did you choose the same things? - Give students time to join another pair - Have students compare and discuss their ideas with another pair. - Have some students share their findings with the class and try to give the reasons. - Check some students, gives comments and corrects. V. Consolidation (3’) /t/ sound Using Modal verb Might to say that something is possible in the future. VI. Homework (2’) - Do the exercises in the WB (page 53) - Prepare for the next lesson: Unit 9 - Lesson 3.1 - New words, Listening, Useful language (page 76) ------------------------------------------------------------------------- Period 91. UNIT 9: LESSON 3.1: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - talk about life on a space station; - enlarge their vocabulary relating to the topic - space station; - get someone’s attention into a conversation and answer the question answers through listening skill. 2. Ability - improve their English skills; - develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and other skills. - ask and answer about the topic – space station. 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities.
7. - talk about life on a space station. 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’) - Present a video clip: - Have students watch the video. - Ask students: Would you like to visit a space station? - Lead to new topic - Unit 9: Lesson 3.1 II. Pre - Listening: Vocabulary (15’) a. Fill in the blanks. Listen and repeat. + Option 1: (Present new vocabulary) - Write some vocabularies on the board + Astronaut (n) + The earth (n) + The moon (n) + Space station (n) + Gravity (n) + Spacesuit (n) + Float (v) + Lock (v, n) - Use pictures and explanation then ask students to give the Vietnamese equivalent meaning. - Call some students to read the new words individually. - Help students to remember the new words by deleting the words and shows the pictures, + Option 2: (Fill in the blanks. Listen and repeat) - Demonstrate the activity using the example. Things fall to the ground on Earth because of this. => gravity - Have students to fill in the blanks. - Check answers as a whole class. - Give feedback. Answer key: 2. spacesuit 3. float 4. lock 5. astronaut
8. 6. the Earth 7. the Moon 8. space station - Play audio and have students listen and repeat. - Ask students to listen and repeat. b. Would you like to visit a space station? Why (not)? - Set the scene and give some examples for students to know how to talk about where the people below should live: Example: + I’d like to visit a space station because I want to see the earth clearly. I want to experience in a zero gravity condition. + I don’t want to visit a space station because I am afraid of height. It’s very dangerous young people. - Encourage students to give more ideas/reasons in their statements - Ask students to practice. - Call on some pairs to practice with the class. - Praise students with good reasons. III. While - Listening (10’): a. Listen to Major Tomkins, an astronaut, talking about life on a space station. What’s the question people ask him the most? - Have students look at the questions. - Ask students to guess the answer to the question. Is it about the difficulties or happiness on a space station? - Play the audio once. - Check answer as a whole class. * Answer key: How do you use the toilet? - Play the audio again for students to check their answers. b. Now, listen and fill in the blanks. - Have students look at the questions. - Demonstrate the activity. - Play the audio twice. - Check answer as a whole class. - Have students listen to the dialogue again to check the answers. * Answer key. 2. student 3. Earth 4. the USA 5. gravity IV. Post – Listening: Useful Language (5’) * Useful language: Listen then practice - Have students look at the useful language box.
9. - Play the audio CD2 – 49 - Have students practice ask and answer. - Have students work in pairs. V. Consolidation (3’) Vocabulary: life on a space station Useful language VI. Homework - Learn new words about Houses in the future. - Write four sentences about your favorite house. - Do exercises A. New Words in the workbook (Page 54) a. Look at the pictures and fill in the blanks b. Listen and number - Prepare: Lesson 3.2 – Reading, Speaking and Writing (page 77 – SB). ------------------------------------------------------------------------- ENGLISH 8 Period: 89 UNIT 11: SCIENCE AND TECHNOLOGY Lesson 2: A closer look 1 A. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Pronounce words with the prefix un- and im- correctly in isolation and in context - Learn some more words related to science and technology 2. Skills: Speaking, listening, 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language B. TEACHING AIDS: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks C. Procedure * Warm up: Introduction -Explain to Ss that there are three common ways of forming nouns indicating people, but don’t say what they are. Write the following on the board: - Elicit from Ss how these words are changed to mean a person who does these things. - Give some more examples. - Read the Look out! box. And say out the rule. to learnt -> learner to invent -> inventor science -> scientist * We add -er, -or or -ist to a verb or a noun to form a noun indicating people. I. Presentation: 1. Activity 1:Vocabulary. ( gapfill) Ask Sts to use the words complete the sentences designer Biologist chemist programmer adviser Sts work in pairs: Key: 1. adviser 2. chemist 3. designer 4. programmer 5. Biologist 2. Activity 2: ( Matching)
10. Ask Sts to work in pairs and discuss what the word in for each picture. Key: 1. chemist 2. software developer 3. engineer 4. physicist 5. doctor 6. conservationist 7. explorer 8. Archeologist II. Practice: 1.Activity 1: wordform Read the sentences and guess the part of speech of the word to be filled in each blank. - Have Ss call out their guesses. Ss work individually. Ask some Ss to write their answers on the board. Check their answers as a class. Key: 1. developments 2. scientists 3. exploration 4. medical 5. Economic 2.Activity 2: Pronunciation: Stress in words starting with un- and im- . Explain to Ss that the prefixes un- and im- are used to make adjectives (and adverbs) negative. Explain to them that when these prefixes are added, the stress of the new word does not normally change. Give some examples. When we add the prefix un- or im- meaning ‘not’ ) to a root word, the stress of the word does not normally change. Example: ‘friendly -> un’friendly ‘probable -> im’probable Note: When we add the prefix un- or im- to a one-syllable word, the stress falls on the root word. Example: fair -> un’fair Pure -> im’pure III. Production: 1.Activity 1: ( Listening 4 p 51) Play the recording for Ss to repeat the words. Play the recording as many times as necessary. Correct Ss’s pronunciation, especially the stress. Then have Ss mark the stress on the words by drawing circle above the stressed syllable. Key: un’wise, im’pure, un’hurt , un’lucky, un’healthy, im’patient unfore’seen, imma’ture, impo’lite ,un’limited , im’possible, un’natural 2.Activity 2: ( Speaking 5 p51) - Ask sts to listen and check ,then read the sentences Key: 1. impure 2. unhealthy 3. impossible 4. unlimited 5. Impatient IV. Homework - Learn by heart vocabulary. - Do Ex 1,2 in Workbook - Prepare: Unit 10: A closer look 2.
11. Period: 90 UNIT 11: SCIENCE AND TECHNOLOGY Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: -Use the future simple and future continuous to talk about science and technology in the future -Use the direct speech and indirect speech to report what people say or tell 2. Skills: Use of English. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language B. TEACHING AIDS: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks C. Procedure 1. Warm up: Brainstorming - Free talk Introduction Ss have already learned the future simple will do and the future continuous will be doing. Tell Ss that this is a review section. T may help Ss recall the form and uses of these two tenses. Also remind them of the uses of present simple and going to to express future actions. I. Presentation: 1. Activity 1. Future tense: review (1 P51) Have Ss work individually. Check their answers as a class. T may ask why a certain tense is used to check that Ss understand the rules. Key: 1. will have 2. will be doing 3. will she be 4. won’t pass 5. decide; will support 2. Activity 2: Tell Ss to refer back to the conversation in GETTING STARTED and find the examples of reported speech. Focus them on the use of the verbs. - Answer individually Reported speech In direct speech, we give the exact words somebody said, and we use quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows:
12. II. Practice: 1. Activity 1 (Ex 4 – Page 52.) - Groups work. + Some Ss write on the board after finishing. + Feedback. Key: Nick said that he came from a small town in England. My friend said that Brazil would win the World Cup. Olive told Chau that she was leaving Viet Nam the next day/the following day. David told Catherine that he was unable to read her writing. Minh said that he had overslept that morning. 2. Activity 2 (Ex 5 – Page 52.) - Groups work. + Some Ss write on the board after finishing. + Feedback. Key: 1. He said ( that ) he hadn’t said anything at the meeting the week before/the previous week. 2. She told me that letter had been opened. 3. Tom said that in 50 year’s time we would probably be living on Mars. 4. Mi said she hoped they would build a city out at sea. 5. Son told us that his wish was to become a young inventor. III. Production: 1.Activity 1: Speaking: This speaking activity could be daunting for some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class. This should help Ss to speak with fluency and accuracy, and as naturally as possible. Encourage them to give true sentences about themselves. Ideally, all ss should have a chance to talk before the class. Example: A: I am a student B: she said that she was a student 2. Sum up: Reported speech In direct speech, we give the exact words somebody said, and we use quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows: IV. Homework - Do Exercises in work book - Prepare new lesson.
13. Period: 91 UNIT 11: SCIENCE AND TECHNOLOGY Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic science and technology and practice reported speech 2. Skills: Speaking,reading 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language B. TEACHING AIDS: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks C. Procedure - Have ss divide into two group, ask them to go to the board and write the name of inventions they know as many as possible and who invented them Warm up: Brainstorming inventions I . Pre-speaking: 1.Activity 1: Matching - Ask Sts to work in pairs match the inventors in A with their inventions in B Key: -Thomas Edison invented the light bulb. -Sir Alexander Fleming discovered penicillin Alexander Graham Bell invented the telephone. The Wright brothers invented the airplane. James Watt invented the steam engine. Mark Zuckerberg invented Facebook. Tim Berners-Lee invented the Internet. -Ask Sts to read before class 2.Activity 2: Discussion ‘’ Which invention is the more useful?’’ - Ask Sts to work in groups of three or four Ss to discuss the inventions. Encourage Ss to talk as much as possible II . While-speaking: 1. Activity 1: (mapped dialogue) - Imagine that they are Ha and Bell Call on two confident Ss to come the front and act out the dialogue between Ha and Alexander Graham Bell. Then put Ss into pairs to report on the conversation. Ha: .. ? Bell: I was born in 1847 in Scotland. Ha: ? Bell: I liked sciences, especially biology. Ha: ...?
14. Bell : Yes, I went to Edinburgh university ,and then to the University of London. Ha: ? Bell: I invented the telephone in 1876 when I made a mistake. Ha: How interesting ! - T gets 5 pairs from groups to represent their performance. 2. Activity 2:Report the result of their interviews in front of the whole class. - T gets each student from groups to represent their report. III. Post-speaking: 1.Activity 1: Speaking: - Ask Sts to use the sentences Bell said .Now report what Bell said ,using reported speech. Alexander Bell said that he........ 1. I was born in 1847 in Scotland. 2. I liked sciences, especially biology 3. I went to Edinburgh university ,and then to the University of London. 4. I invented the telephone in 1876 when I made a mistake. 2.Activity2: - Ss work in pairs to role-play, using the information given. Walk around to observe and give help if needed. If time allows, ask some pairs to role-play in front of the class. The class then votes for the best performance. IV. Homework - Do Exercises in work book - Prepare new lesson.