Kế hoạch bài học Tiếng Anh 6 - Tuần 4, Unit 1: Home, Lesson 3.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 4, Unit 1: Home, Lesson 3.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Date: 02 /10/2022 Period 10th UNIT ONE: LESSON 3.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - review vocabularies about home, family members and housework. - review vocabularies about towns, cities and villages. - review grammar: The Present Simple tense and Wh-questions. 2. Skill: Students can improve Listening, Reading skills, Vocabulary; grammar and Pronunciation. 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: Housework - Divide class into 4 groups. - Have students work in groups to write as many vocabularies about the housework in the unit they can remember as possible. - Set a limit time: about 2 minutes. - Check students’ answers. - The group with the most correct answers will be the winner. Option 2: Town, city, village Game: FIND THE DIFFERENCES - Show on the screen 2 pictures (a part of London City) - Have students find the 4 differences between 2 pictures. (Teacher can have students play the game in groups or as a whole class)
2. - Have students show their answers - Give feedback and show the correct answers Answer Keys Lead to the new lesson II. New lesson:  Activity 1: Listening (10’): You will hear Jack talking to friends about his family. (twice) What housework do Jack’s family members do? For each question, write a letter (A-H) next to each person - Have students read the task, check if they know what they are requested to do. - Have underline the key words and guess answers - Demonstrate the activity by using the example - Play the audio (CD 2 – Track 63) - Have students check answers with pairs and then give answers - Check answers as a whole class Answer key: 1. A 2. F 3. G 4. E 5.B  Activity 2: Reading (9’): Read about the three places. Choose the correct answer (A, B or C) - Have students read the questions, underline key words. - Demonstrate the activity by using the example. - Have students read the 3 paragraphs and choose the correct answer. - Have students underline the words/ phrases or sentences that help them find the answers. - Call students to give answers, explain. - Give feedback. Answer key: 1. B 2. C 3. A 4. B 5. C  Activity 3: Vocabulary (7’) Fill in the blanks with the words from the unit 1. Objective: Students can review vocabulary about housework and places. 2. Content: Filling in the blanks with the words from the unit. 3. Products: Students can use these vocabularies in the unit actively inn communication. 4. Competence: Collaboration, analytical and critical thinking skills. 5. Organization of the activity: - Demonstrate the activity using the example - Have students read the sentences and fill in the blanks beginning with the letter given
3. - Ask students to work in pairs to check each other’s work. - Have students give answers - Check answers as a whole class Answer key: 1. balcony 2. West 3. dishes 4. village 5. yard  Activity 4: Grammar (5’) Underline the mistake in each sentence. Write the correct word on the line - Ask students to work individually to find mistakes and underline - Have students work in pairs to check each other’s work - Call students to write answers on the boards - Check answers as a whole class Answer key:  Activity 5: Pronunciation (5’) Circle the word that has the underlined part pronounced differently from the others - Have students distinguish the sound / ӕ/, / eɪ/, / əʊ/, / aʊ/, /ɪ/, /ʌ/, - Ask students to work individually - Have students work in pairs to check each other’s work - Call students to give answers, pronounce the words again - Give feedback, correct students’ pronunciation if necessary - Have students find more words with the sounds / ӕ/, / eɪ/, / əʊ/, / aʊ/, /ɪ/ or /ʌ/ - Give feedback and evaluation Answer key: 1. C 2. A 3. B 4.D 5. D 6. A III. Consolidation (3’): * Grammar of Unit 1: The Present Simple tense and Wh-questions for facts * Vocabulary of Unit 1: Vocabulary about housework and places (towns, cities or villages) IV. Homework (2’) - Review vocabulary, grammar of unit 1. - Do exercises in Workbook: Review of Unit 1 (page 62). - Prepare: Unit 2 – Vocabulary and Listening (page 14 – SB). Period 11th UNIT TWO: LESSON 1.1:
4. A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - talk about school subjects they like or don’t like. - use some sentences / phrases to pass turn to someone after finishing speaking. - listen for gist and details about school subjects. 2. Skill: Students can improve Listening and Speaking skills. 3. Attitude: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “School” conducted by the teacher. 4. Competencies: - love their school, identify their favorite subject(s) and even orient themselves to what they want to do in the future, using the knowledge from the subject(s) they like. 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: Game “CROSSWORD PUZZLE” - Explain the rules of the game - Design the game “crossword Puzzle” with words and pictures about what students study at school. - Let students play the game. - Encourage students to guess the key word. - If any students can give the correct key word, teacher hasn’t confirmed yet, the game will be continued until the keyword is opened (to check whether his/her answer is correct or not and to let other students take part in the game eagerly). - Give a small gift to the students who is the fastest to give the correct key word. - Give feedback and lead to the new lesson. Option 2: Game “DRAWING” - Ask students to work in groups of 4 or 5. - Ask each group to choose a subject they like best, then draw a simple picture to illustrate their subject, using a piece of paper (or extra board) given by the teacher. - Set limited time for drawing (about 2 minutes). - Call students to hang their pictures on the board and ask students from different groups to look at the pictures and guess the name of the subjects. - Give feedback and lead to the new lesson. II. Presentation:  Activity 1: New words (15’)
5. a. Number the pictures. Listen and repeat. Option 1: Matching - Divide class into 2 sides - Give 8 pictures (A-H) to the first side and 8 vocabularies with the number (printed in 8 pieces of paper) to the other one. - Ask students to go round and try to match the vocabularies with the pictures. - Have students hang pairs of pictures and vocabularies on the board. - Play the audio for students to check their answers - Make comments, correct students’ answers if needed. - Guide students to pronounce the vocabularies correctly, then ask them to read aloud. Answer key: A. 8 B. 4 C. 1 D. 5 E. 6 F. 7 G. 3 H.2 Option 2: - Ask students to work in pairs to number the pictures. - Play the audio for students to check their answers, let students repeat after listening to each word. - Call some students to read the words aloud, check pronunciation if necessary. b. Note 3 more subjects you know. Discuss if you like them. Option 1: - Have students note 3 more subjects they know (students can use words from the warmup activity – more than 3 answers: acceptable) - Let students practice in pairs, asking and answering: Do you like . (name of subject)? Yes, I do / No, I don’t - Encourage students to be creative, add more information to make their dialogue more interesting. - Call some pairs to act out the dialogue in front of the class. Suggested dialogue A: Do you like Music? A: Do you like Math? B: Yes, I do B: No, I don’t / Not really A: Why do you like it? A: Why? B: Because it’s interesting B: Because it’s difficult. A: So, what is your favorite subject? B: It’s English. - Make comments on students’ presentation, give evaluation (marks) if necessary. Option 2: Survey - Ask students to list more subjects they know
6. - Have students work in groups to ask, answer about the subjects they like or dislike and fill in the survey paper: - Call some students to share their survey results with the class. Expected answers/ Sample answers In my group, Lan likes Math and Music, but she doesn’t like Physics because it’s difficult. Minh likes P.E because he’s very active. Phong likes Math. . In my group, the subject that has the most students like is Math.  Activity 2: Listening (20’) Option 1: Follow the order of activity: a, b, c a. Listen to Adrian and Sarah talking about school subjects. Who likes more school subjects? - Have students look at the questions and underline key words. - Play the audio once. Have students listen and answer the questions. - Check answers as a whole class. Answer key: Sarah b. Now, listen and fill in the blanks - Have students look at the uncompleted sentences in this task. - Play the audio once. Have students listen and fill in the blanks. - Check answers as a whole class. Answer keys 1. art 2. P.E 3. geography 4. P.E c. Conversation skill - Have students listen to the audio again and pay attention to the sentences / phrases that the speakers use to pass their turn - Call students to give answers - Give feedback, and provide more ways to pass turn How about you?
7. What about you? And you? What do you think? - Ask students to use these sentences / phrases to make up simple dialogues about school and subjects - Have students present Option 2: Follow a different order of activities: c, a, b III. Consolidation (2’) * School subjects: P.E, I.T, music, geography, physics, literature, biology, math, English, history, chemistry * Asking and answering about school subjects you like / don’t like: Do you like . (Name of subject)? Yes, I do / No, I don’t * Ways to pass your turn in speaking: How about you? What about you? And you? What do you think? IV. Homework (2’) - Learn by heart the new words. - Practice talking about your home. - Prepare: Lesson 1.2 – Grammar (page 15 – SB). Period 12th UNIT TWO: LESSON 1.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use “and” or “or” for positive and negative statements. - use possessive pronouns. - ask and answer about favorite subjects. 2. Skill: - improve speaking skills, listening skill. - improve the use of English. 3. Attitude: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “School”. 4. Competencies: - Students will love their school, identify their favorite subject(s) and even orient what they want to do in the future, using the knowledge from the subject(s) they like. 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: Game “SENTENCE BUILDING”
8. - Ask 5 students to volunteer to take part in the game, let them stand in front of the class - Give each student a piece of paper, each of which contains a word. The students then have to change their position in order to make the words in their paper together bring a meaningful sentence - Ask the whole class to help them if they have an incorrect answer. - Check students’ answers, give feedback and lead to the new lesson. Answers keys Option 2: CHATTING - Ask students: Who likes English? - Ask students another question: Who likes Music? - Point to the student who raises his/ her hand for both questions, then make a sample sentence, like: Minh likes English and Music/ Hoa likes English and Music - Follow the same steps with the negative idea: Who doesn’t like black? Who doesn’t like yellow? - Then, make another sample sentence, example: Lan doesn’t like black or yellow. - Ask students to pay attention to the words that teacher uses to connect 2 nouns in the two sample sentences. - Lead to the new lesson. II. New lesson  Activity 1: Grammar: Connectives: “and” and “or” (15’) c. Write sentences, using the prompts Option 1: - From the warm-up activity, teacher explains more about how to use “and”, “or” to join nouns in a statement. - Ask students to do the exercise individually - Call students to write answers on the board - Have other students make comments on their friends’ answers - Check and correct students’ answers if necessary. Answer keys 1. I like history, I.T and physics. 2. I don’t like art or music. 3. I like literature and biology. 4. I don’t like P.E, geography or physics. 5. I like music, literature, and art. - Ask Ss to use the comma if there are more than 2 nouns in a sentence Option 2: - Ask students to work in groups to write sentences on the extra board, using the prompts given in the book
9. - Ask students to hang their extra board on the big board in front of the class, check, correct students’ answers d. Now, with a partner, say what subjects you like and don’t like Option 1: - From task c, teacher can have students read the sentences in the task again, then ask them to make their own sentences. - Call students to present their answer. Option 2: - Teacher can let students do this speaking activity at the end of the lesson; they can use all the knowledge from the lesson to make up their dialogue.  Activity 2: Grammar: Possessive pronouns: mine and yours (19’) a. Listen and repeat - Let students look at a sample dialogue: A: What’s your favorite subject? B: My favorite subject is Biology. What’s your favorite subject? A: My favorite subject is Art. B: Oh, I don’t like Art. - Ask 2 students to read this dialogue - Ask students to make comments on the words used in the dialogue (hint: the words that are used repeatedly) - Play the audio once. Ask students to listen and notice how they replace the repeated words, then repeat the sentences - Explain more about “mine” and yours”: We use “mine” and “yours” so we don’t say the same words again. It makes the sentence shorter and more coherent mine = my + noun yours = your + noun b. Circle the correct words Option 1: - Have students do the task in pairs - Call students to read their answers - Give feedback and correct students’ answers if necessary Answer keys 2. yours 3. Mine 4. yours 5. Mine 6. Mine - Ask students to make more sentences, using “mine” and “yours” - Have students read their answers or write on the board - Give feedback, if students’ answers are good, give them evaluation by giving extra marks Option 2: Game: “LUCKY NUMBER” - Design game “Lucky number”, let students time to prepare, then answer the questions randomly by choosing number - Ask students to make more sentences, using “mine” and “yours”. - Have students read their answers or write on the board. - Give feedback and evaluation.
10. III. Consolidation (4’) * Connectives: “and”: join 2 or more nouns in a positive statement; “or”: join 2 or more nouns in a negative statement. * Asking and answering about school subjects you like: What subjects do you like? What’s your favorite subject? Which subject do you like best? * Possessive pronouns: Mine and yours (in order not to repeat the words that go before, example: My favorite subject is English. What’s yours? – Mine’s Music.) IV. Homework (2’) - Make 2 sentences, using “and” or “or” for positive and negative statements. - Practice asking and answering about school subjects you like and don’t like, using possessive pronouns - Do exercises in Workbook: Lesson 1 - Grammar (page 9) and Writing (page 9) - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 16 – SB) ------------------------------------------------------------------------- ENGLISH 8 Period 10 UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 2 : A closer look 1 A. OBJECTIVES 1. Knowledge By the end of this lesson, students will be able to : - use the lexical items related to the topic of life in the countryside and pronounce correctly words containing the clusters /bl/ and /cl/. 2 Ability : - Improve the lexical items related to the topic of life in the countryside - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. 3. Quality : - Students have positive attitude in English language learning so that they actively participate in all classroom activities. - Students can show their kindness to their hometown, family, love for their country. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, flashcards, projector - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURES I. Warm up: revision Remind Ss of the vocabulary they learnt in Getting started before moving on to this lesson which focuses on words describing the countryside. II. Presentation
11. 1.Vocabulary revision: Ss listen to the recording and repeat the words. Make sure that they pronounce the words with the correct stress patterns. Now check understanding of these words. Elicit ideas from the Ss. Say, for example, “Give me an example of something vast”. Go through all the words in this way to make sure everyone understands them. Key: 1. slow 2. colorful 3. friendly 4.hard 5.brave 6. boring 7. inconvenient 8. vast 9.peaceful 10.nomadic 2. Ss work individually. Ss compare their answers with partner and then discuss as a class. There may be some variations in the answers. For a more able class, encourage Ss to explain why they choose the word for category. III. PRACTICE. 1. Matching Make sure Ss understand the meaning of the verbs first. There may be some confusion about the difference between “pick” and “pick up”. Explain that “pick” is the specific verb used for collecting fruit, vegetables of flowers though the action is the same as the more general term “pick up”. Ss then work independently or in pairs. When they have finished, let them exchanged their answers with a partner/ another. Then T elicits the correct answers. Key: ride: a horse, a camel put up: a tent, a pole collect: hay, water herd: the buffaloes, the cattle pick: wild flowers, apples 1. Gap fill. Ss use the vocabulary they have learnt in activities 1 and 3 to do this exercise. Ask Ss to look the sentences and decide if an adjective or verb is missing. This narrow down the area of words they need to refer. Ss then complete the sentences by themselves. Check the answers. Key: 1. picking 2. inconvenient, collect 3. Herd 4. ridden, brave 5. peaceful 6. nomadic 7. vast 8. put up, hard IV. PRODUCTION 1. Make sentences with the word given V. PRONUNCIATION: 1.listen and repeat Clusters /bl/ and /cl/ Ss listen and repeat. Pause the recording to drill difficult items. Have Ss say the words individually or in small groups. 2. listen and circle. Have Ss listen and circle the words. Have Ss do the activity in pairs and challenge each other to choose the correct words. Key:1. blame 2. blast 3. blue 4. clock
12. 5. close Have Ss look at the sentences and underline the words with the clusters /bl/ and /cl/ first. Ss then listen and repeat. IV. Homework + Learn vocabulary by heart + Do exercise part A + Get ready for A closer look 2 Period 11 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 3 :A closer look 2 A. OBJECTIVES 1. Knowledge: By the end of the lesson Ss will be able to: - Use the lexical items related to the topic "Life in the countryside". - Revise comparative forms of adjectives - Use comparative forms of adverbs of manner then practise doing exercises. Vocabulary: vocabulary related to Life in the countryside. Grammar: comparative forms of adjectives and adverbs 2.Competence: - Self-learning, problem solving, cooperation capability. -Discover about life in the countryside 3. Quality: -Responsibility, hard-working, honesty, love life. 4. Skills: Listening, reading and speaking, writing B.TEACHING AIDS:Textbooks, computer accessed to the Internet, projector C. PROCEDURES: I. Warm up Adjs Adjective Adverbs of manner (comparative) good better well clear fast late friendly happy easy high tall Ask ss to write comparative of these adjectives Ask ss to chage these adjs to adverbs of manner II. Presentation 1 . Comparative forms of adjectives: -T ask Ss to do exercises 1 - Have Ss exchange their answers.
13. -T checks as a class and write the answers on the board with the full forms of comparisons. T keeps them for later reference when the comparative of adverbs is taught. Answer key: 1. higher 2. easier 3. better 4. more exciting 5. more convenient 6. happier 7. more friendly 8. fast 9. safer 10. best 2. Comparative forms of adverbs: - T first revises the different use of an adjective and an adverb. + Life in the city is slow/ slowly + He is moving slow/slowly - Ss choose the right words for each sentence. T then introduces the comparative form of adverbs by changing the second sentence to: + He is moving more slowly than before" - Elicit the form of comparative from Ss before letting them read number one in the table. T then introduces comparatives of irregular adverbs like : fast, hard. late, early, well, badly. Let Ss read number 2 and 3 in the table. Note: 1. more/ less + Adv + than (for almost all adverbs of manner endingin ly) 2. adverb + er + than ( the same form as adj) 3. some irregular forms of adverb of manner Well -> better Badly ->worse III: Practice: 1.Activity 1. Complete the sentences with suitable comparative forms of adverbs in the box. -Have Ss do the exercises individually. - T checks as a class. Answer key : 1. more slowly 2. more soundly 3. less traditionally 4. more generously 5. more healthily 2.Activity 2: Complete the sentences with a suitable comparative form of hard, early,late... -Have Ss do the exercises individually. - T checks as a class. Answer key : 1. better 2. faster 3. later 4. harder 5. worse 6. Earlier IV. Production: 1.Activity 1:Circle the correct comparitive forms to Complete the sentences -Have Ss do the exercises individually. - T checks as a class.
14. Answer key : 1. more optimistically 2. more popularly 3. less densely populated 4. more quickly 5. more easily 6. better 2.Activity 2: Discussion - Have Ss work in pairs to discuss and answer the questions in textbook (exercise 5). - Call some pairs to answer in front of the class.Other pairs give comment - Feedback and correction Answer key: 1. The countryside is more peaceful (than the city). 2. A computer works faster at calculus (than a human being). 3. Life in a remote area is harder (than that in a modern town). 4. Ho Chi Minh city is more expensive (than Hue). 5. A buffalo can plough better (than a horse). V. Homework: - Do exercises 3-7 part B - Prepare for Communication. Period 12 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 4: Communication A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - read for specific information about an unusual lifestyle in the countryside through visitors’ eyes - practice by using them to do exercises. - write down the replies to the posts 2. Ability : - Communication, ability to use language - Self-learning capacity - Creative capacity 3.Quality: hardworking, responsible and honest. B. TEACHING AIDS: Ss’ books, textbook, projector, cards C. PROCEDURES I. Warm up: Chatting T? + What do children often do in the countryside after school? They often play sports, fly kite, go hiking, go swimming , go fishing, go camping . T shows some pictures of activities and asks Ss where those activities often take place => holiday in the countryside II.Pre Speaking: 1. vocabulary: Disturbing: interrupt or annoy Beehives: bee nest 2. Reading T explain that they are going to read some online posts from people all over the world. Elicit from the Ss where these people live.
15. Establish that they all live in big cities. They are talking about their experiences of staying in the countryside. They all have very different opinions of the experience. Now ask Ss to read the posts Check that everybody understands the meaning of each post before moving on. III. While speaking 1. Tick the appropriate box . Ss do this exercise independently. Ask them to look for expressions which help them decide their answer. Then Ss can compare their answers with a partner and discuss any differences, Then check the answers as a class. Positive Neutral Negative Dennis from London V Julie from Paris V Phirun from Phnompenh V Yumi from Seoul V Emi from Tokyo V Lan from Ha Noi V Bob from Hong Kong V 2 Writing: Put Ss into groups of between five and seven. Explain that now they have a chance to reply to each post with their own opinions. Hand out a piece of blank paper for each post. Have the groups write the name of each post and then passes the paper to the person on the left. They take the next paper from one person to the right. They read the reply and then add their own. Continue passing the papers around until everyone has replied to every post. Ss refer to the examples as a models for their answers. If time is short, Ss can do the replies to three of four posts. Encourages Ss to choose a variety of posts with different attitudes. Ss write down their replies. Then ask each group to read out one of their reply chains to post and discuss it as a class. IV. Post speaking Discuss and share their replies with the class by speaking their work . V. Homework: - Learn vocabulary by heart - Do exercises part C - Get ready for Skills 1