Kế hoạch bài học Tiếng Anh 6 - Tuần 5, Unit 2: Home, Lesson 1.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 5, Unit 2: Home, Lesson 1.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Date: 02 /10/2022 Period 13th UNIT TWO: LESSON 1.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use intonation for lists. - ask and answer about favorite subjects. - conduct a survey about school subjects. 2. Skill: Students can improve Speaking skill. 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 “WORD SQUARE” - Design game “Word Square”, ask students to look and find names of the subjects they have learnt as many as possible. Words can be put in horizontal, vertical or diagonal line - Show word square on the screen or give out handouts to students. Answers key: - Give a small gift to each student who can find a correct word - Lead to the new lesson Option 2: SONG - Let students listen to the song “What subject do you like the most?”. students can sing together while the song is being played - Link from YouTube:
2. - Then, ask students to list subjects they can hear from the song. - Raise a question for students to think: How do we use intonation when we list things? Lead to the new lesson II. Presentation: Pronunciation (10’) a + b. Listen to the sentences and focus on the intonation - Play the recording (CD1, track 20) - Ask students to listen and pay attention to the intonation - Call students to make their comments on the intonation of the list they’ve just listened to. - Give feedback, explain the pronunciation feature: intonation for lists goes up, up, then down. We use down intonation for the last word in the list - 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 the wrong intonation, then read the sentences with the correct intonation - Play the recording, have students listen and cross out the option that doesn’t use the correct intonation. - Call students to give answers. - Play the recording again and check answers as a whole class. - Then have students practice saying the sentences with a partner, using the correct intonation, encourage students to use their own idea. - Call some pairs to read in front of the class III. Practice (10’): a. Circle or . Ask and answer. Swap the roles and repeat. Option 1:
3. - Demonstrate the activity by asking and answering with a student - Have students work in pairs, circle or - Have pairs ask and answer, using the pictures - Have some pairs demonstrate the activity in front of the class Option 2: (for class with better students) - Demonstrate the activity by asking and answering with a student - Have students work in pairs, circle or - Have pairs ask and answer, using the pictures, students can ask and answer 2 questions: What subjects do you like? What subjects don’t you like? - Remind students to use “and” or “or” to join the nouns (they learnt about them last period) - Have some pairs demonstrate the activity in front of the class - Give feedback and evaluation b. Practice with your own ideas. - Have pairs practice the conversation with their own ideas, then swap roles. - Call some pairs to demonstrate the activity in front of the class. - Give feedback and evaluation. IV. Production - Speaking: What’s cool in your school? (15’) a. Do a survey about school subjects. Fill in the survey for yourself. Ask 3 friends about school subjects and draw faces in the table - Have students fill in the survey for themselves - Demonstrate the activity by asking and answering with a student, example: T: Do you like Math? S: Yes, I like it. ( ) T: Do you like P.E? S: It’s ok. ( ) T: Do you like History? S: I don’t like it. ( ) - Ask students to work in groups of 4 and draw faces in the table - Have students take turns asking and answering the questions, then complete the survey - Observe, give help if necessary b. Which three subjects are the most popular in your group? - Have students look at their answers and decide which three subjects are the most popular in their group - Ask students to send a representative in their group to share their findings with the class, ask students to remember to use intonation for their list - Give feedback and evaluation. V. Consolidation (3’): * Intonation: Intonation for lists goes up, up, then down. * Asking and answering about school subjects you like / don’t like
4. What subjects do you like? What subjects don’t you like? * Asking and answering about school subjects: Asking: Do you like + name of subject? Answering: I like it. ( ) / It’s ok () / I don’t like it. ( ) VI. Homework (2’) - Practice using intonation for lists - Review subject names - Complete the survey for those who haven’t finished it in class. - Prepare: Lesson 2.1 – New Words and Reading (page 17 – SB) ------------------------------------------------------------------------- Period 14th UNIT TWO: LESSON 2.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - know more vocabulary about school activities. - talk about school activities. - read for comprehension. 2. Skill: Students can improve their 4 skills (Main skill: Reading) 3. Attitude: Students have positive attitude in English language learning to participate in all classroom activities with the topic “School”. 4. Competencies: - Students will love their school, take part in school activities, school clubs and be more active. 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: - Show pictures on the screen, have students give name of the activity in each picture. - Call students to give answers. - Ask students: Where can people do these activities? Expected answers: People can play football outside, but they have to play games inside - Give feedback and lead to the new lesson
5. Option 2: - Divide class into 4 groups. - Ask students to list as many as possible school clubs they know students can write on the extra board. - Have students hang their extra boards on the big board. - Check the accuracy, spelling, give mark to each group. Suggested answers: sport club, chess club, art club, music club, life-skill club, English club - The group which has the most correct answers will be the winner. - Give a round of applause or a small gift to the winner. => Lead to the new lesson: School activity and school clubs. - The group that can give all correct answers in the shortest time will be the winner. - Give feedback. Answer key: House: housewife, housework, housekeeper Home: homemade, homework, hometown, homeland Option 2: Home Challenge - About 1 week before the lesson starts, teacher asks students to record a very short video clip about what students do at home (do housework, cook a dish or do gardening) - Have students collect the video clips of the group members and join them as a clip for the group (about 1 minute) - Show clips of 4 groups on the screen and choose the best one - Give feedback and evaluation Option 3: Brainstorming - Ask students to list what belong to the housework. - Ask students to write on the board - Check and correct. => Lead in new lesson: Housework II. New lesson:  Activity 1: Vocabulary (17’) a. Circle the definitions for the underlined words. Listen and repeat.
6. Option 1: - Demonstrate the activity, using the example in the book. - Have students read the sentences and circle the correct definition. - Ask students to work in pairs to check their answers with their partners. - Check answers as a whole class. - Play the audio (CD1 – Track 22) for students to listen and repeat. - Call some students to read the words / phrases again, correct their pronunciation and stress. Answer key: 2.b 3.a 4.b 5.b 6.a Option 2: Matching - Have students sit in groups to match words with pictures. - Call students to give answers. - Have students do the task individually (circle the correct definition for the underlines words). - Call students to give answers. - Check answers as a whole class. - Play the audio (CD1 – Track 22) for students to listen and repeat. - Call some students to read the words/phrases again, correct their pronunciation and stress. Answer key: 1. D 2. E 3. A 4. B 5. C b. Draw the table. Add any activities you can think of to the correct column. indoor activities outdoor activities Arts and crafts _____________________ ____________________ ______________________ - Have students draw the table in their notebooks and add new words form task a. to the table. - Have students work in pairs to add any activities they can think of to the correct column of the table. - Remind students to use the phrases in the Warm-up activity. - Call some pairs to share their ideas with the class. - Make comments on students’ presentation, give evaluation (marks) if necessary.
7. Suggested answers  Activity 2: Reading (18’). Read the school newsletter and answer the questions. Option 1: - Have students read the newsletter individually. - Read the newsletter as a whole class. - Have students answer the questions. - Call students to write answers on the board. - Check answers as a whole class. -Ask students to practice in pairs – asking and answering the questions. - Call some pairs to present. Answer keys 1. (the) Soccer club 2. (the) Board Games club 3. (the) Book Club 4. (the) Arts and Crafts club Option 2: - Have students read the questions first, then underline the key word(s) that can help them find the answers quickly and accurately - Have students read the newsletter and answer the questions, underline or highlight the clues of their answers - Call students to write answers on the board - Check, give feedback Suggested keywords 1. Tuesday 2. sign up/notice board 3. take something 4. money *Extra activity: - Ask students some more comprehension questions: 1. Which club is outdoor activity? And which ones are indoor activities?
8. 2. Which club is on Thursday? 3. In the Book club, what do you need to bring to the library at 4pm on Wednesday? 4. How much money do we need to pay for materials per term? - Call students to give answers. - Give feedback and evaluation. Answer keys 1. Outdoor: (the) Soccer club Indoor: (the) Board Games club, (the) Book Club and (the) Arts and Crafts club 2. (the) Tennis club 3. the own copy of “The Secret Garden” 4. $20 III. Consolidation (3’) * Vocabulary about school activities: indoor activities, outdoor activities, drama club, sign up, arts and crafts, act. * Some popular indoor activities (cooking, playing games, working from home ) and outdoor activities (playing outside sports, camping, biking ) IV. Homework (2’) - Learn by heart the vocabulary about school activities. - Make 6 sentences of the 6 words / phrases students have learnt in this lesson. - Do exercises in Workbook: Lesson 2 - New words – Part a and b (page 10). - Prepare: Lesson 2 – Grammar (page 18 – SB) ------------------------------------------------------------------------- Period 15th UNIT TWO: LESSON 2.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use “like + V-ing” to talk about hobbies and interests. - write V-ing with correct spelling. - ask and answer about the school activities they like or don’t like. 2. Skill: - Students can improve speaking skill and writing skill. - Students can 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, take part in school activities, school clubs and be more active. 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: - Let students listen to a recording about hobbies and interests, then repeat. - Link from YouTube (Teacher doesn’t need to play full clip, just a minute with some sentences):
9. - Ask students to pay attention to the kind of verb they use after “like” Option 2: CHATTING - Ask students: - Do you like reading books? - Do you like playing soccer? - Do you like listening to music? - Do you like watching TV? => Lead to the new lesson: “like + V-ing” II. Presentation - Grammar: Like + V-ing (17’) a. Listen and repeat - Have students look at the picture. - Play the audio (CD1 – Track 23), ask students to listen and read the speech bubbles. - Play the audio and have students listen and repeat. *Grammar box: - Ask students to make comments on the verb form after “like” in the recording. - Lead to the grammar table and explain the usage of “like + V-ing”. - Ask students to pay attention to different forms of the -ing form spelling
10. - Have students give more examples of: • -ing after consonant + e • -ng after consonant +vowel + consonant Option 1: - Use the example to demonstrate this activity. - Have students add -ing to the verbs to make the -ing form (individually). - Have pairs check each other’s work. - Have students share their answers with the class by writing down on the board. - Check students’ answers, correct if necessary. Answer key: After consonant + e => remove “e” and replace with “ing” After consonant + vowel + consonant (for 1 syllable verb) => double the final consonant and add “ing” Words ending with w, x, y => do NOT double the final consonant Option 2: - Use the example to demonstrate this activity. - Have students and -ing to the verbs to make the -ing form (individually). - Have pairs check each other’s work. - Have students share their answers with the class by taking part in the game: Lucky number. - Give feedback, correct students’ answers if necessary. Answer key: 1. singing 2. drawing 3. cutting 4. reading 5. dancing 6. getting 7. acting III. Practice: Exercise c. Fill in the blanks:
11. - Let students work individually to fill in the blanks. - Have students work in pairs to check each other’s answers. - Have students give answers. Answer key: 2. doing outdoor activity 3. playing tennis 4. swimming Exercise d. Practice the conversation with your partner - Let students work in pairs to practice the conversation with a partner - Remind students to use correct response to each of the question: Like: Yes, I do/ Yes, I like it. Don’t like: No, I don’t / I don’t like it / No, not really. - Call some pairs to demonstrate the activity in front of the class IV. Production: Option 1: (for class with better students) - Have students use the sample dialogue in task c. and make up a similar dialogue; then make a conversation with their own ideas, encourage students to be creative. - Go round and give help if necessary. - Call some pairs to share their conversation in front of the class. - Give feedback and evaluation. Suggested conversation: A: There’s a music club. Do you like playing musical instruments? B: No, I don’t A: Do you like doing outdoor activities? B: Yes, I do. I like doing sports. A: Do you like playing soccer? B: No, not really. A: Do you like playing badminton? B: Yes, I like it very much. A: OK. So, we can sign up for the badminton club. Option 2 - Deliver handouts, have students use the phrases and pictures in the handout to make a complete conversation, then practice reading it in pairs
12. - Go round and give help if necessary. - Have some pairs present in front of the class. - Give feedback and evaluation. Answer key: 1. Playing computer game 2. Playing badminton 3. Dancing and singing karaoke V. Consolidation (2’): * “Like + V-ing”: talk about things we like to do often * V-ing spelling: After consonant + e => remove “e” and replace with “ing” After consonant + vowel + consonant (for 1 syllable verb) => double the final consonant and add “ing” Words ending with w, x, y => do NOT double the final consonant VI. Homework (2’) - Make 2 sentences, using “like + V-ing” - Practice asking and answering about hobbies and interests, using “like + V-ing” - Do exercises in WB: Lesson 2 - Grammar (page 11) - Prepare: Lesson 2 – Pronunciation and Speaking (page 19 – SB) ------------------------------------------------------------------------- ENGLISH 8 Period 13 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 5 :Skills 1 A. OBJECTIVES 1. Knowledge: By the end of the lesson Ss will be able to: - Read for specific information about an unusual lifestyle in the countryside - Talk about what they likes or dislikes from a nomadic life to the countryside in Viet Nam. 2. Competence: - Self-learning, problem solving, cooperation capability. 3. Quality: responsibility, hard-working, honesty, love life. 4. Skills: - Reading, speaking and listening
13. B. TEACHING AIDS: Computer, speaker, projector, posters. C. PROCEDURES: I. Warm up: T writes the phrase "Gobi Highlands" on the board and asks Ss if they know what and where it is. Then write the word Mongolia next to it. Ss brainstorm what they know about this country and its people. If possible, T shows Ss some pictures and asks Ss to pick the ones they think are Mongolia. II. Pre-reading 1. Activity 1. Match the description with the words/ phraseses Words/ Phrases Description 1. ger a. a life on the move 2. dairy products b. a circular tent in which Mongolian nomads live 3. cattle c. grasslands 4. nomadic life d. milk, goats, cheese 5. pastures e. cows, goats, buffaloes.. + Ask Ss to try to guess the meanings of these words, and match the description with the words/ phraseses. Answer key: 1.b 2.d 3.e 4.a 5.c III. While – reading. 1. Activity 1:Choose the most suitable heading A,B, or C for each paragraph. - Ask ss to read the heading and make sure they understand their meanings. They then read each part of the passage quickly and choose the correct heading for it. - Ask Ss to underline the words / phrases which helps them make their decision. Ss exchange their answers. Allow them some time to explain to one another about their choice. T checks the answers as a class. Answer key: 1.The importance of cattle to the nomads 2. The nomads' home 3. Nomadic children's lives 2.Activity 2: Choose the best answer + Have Ss read the passages again and choose the best answer A, B, C,or D. + Ss may be able to remember the main information of the passage without having to reread it. Ask them to read the questions and do the exercises independently. T may guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given. Answer key: 1. A 2. C 3. A 4. B 5.B 6.D IV. Post – reading. 1. Activity 1: Interview - Have Ss work in pairs. Interwiew your partner to find out what he/she likes/ doesn’t like about the life of the nomads. A. What do you like about their nomadic life?
14. B. Well, the children learn to ride a horse. A. And What don’t you like about it? B. They can’t live permanently in one place + Ss should individually refer to the passage and underline at least one thing they like about Mongolian nomadic life and one thing they don't like about it. - - one asks and one answers, based on the facts they have underlined. Encourage them to follow up and talk about as many different details as possible. - T can ask some pairs to report on their likes and dislikes. - T can make two lists of their likes and dislikes on the board and see which ideas are the most common. 2. Activity 2:Discussion ( work in pairs) - Ask Ss to discuss and find +two things you like about life in the countryside + two things you don’t like about life in the countryside - Ask Ss to report your findings to the class Ss move from talking about nomadic life to the countryside in Viet Nam. discussing which two things they both like and which two things they both dislike.They can make a list to report to the class later. ex: Both of us love picking fruit in the summer V. Homework: - Learn vocabulary by heart - Do exercises part D - Prepare for Skills 2 Period 14 UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 6: skill 2 A. OBJECTIVES I. Knowledge By the end of this lesson, students will be able to : - listen for specific information about changes in the countryside - write a short paragraph about changes in the countryside - develop skills : listening, speaking and writing. II. 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. III. 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: Computer, speaker, projector, posters C. PROCEDURES I. Warm up: chatting Do you live in the city or the countryside?
15. Where do your grandparent live? Tell me some of the changes recently in the countryside? II. Pre listening 1. listen and tick Give Ss time to look at the changes (A-F). Ask question to make sure that Ss understand the meaning of the words/ phrases. T plays the recording and Ss tick the changes which are mentioned. A.______ The road in the village B.___V__ Electrical appliances in the homes C.___V__ Means of transport D.______ Entertainment E.___V___ School F. ___V___ Visitors 2. T/F statements Give Ss time to read the sentences. Check if the know the word “earthen”. Ss listen to the recording again (as many times as needed or if time allows) and complete the exercise. T check their answers. Key: 1.F 2.T 3.F 4.T 5.T III . While listening 1. Listen and answer the questions. Ask Ss to read the questions first to see what kind of the information they need to find. Some Ss might be able to answer some questions without listening to the recording again. T plays the recording. Ss listen and decide what word/phrase to write down for the answer. They can compare their answers with a partner. T checks as a class. Note: Some Ss may not be familiar with short answers. T may allow them to answer the questions in full first and see what they can do shorten their answers with four words. Ask them to focus on the key words. 1. His parent 2. Life outside their village 3. Nearby/ near the village 4. The way of life Audio script: Teacher’s book 2. Writing First, remind Ss of the changes in the village from the listening passage. T can help by writing the changes if brief on the board as a guide for the writing exercise. For exercise: earthen house -> brick house Ss can use this information and the example given in 4 to write their opinions about the changes. Place Ss into groups of three or four Ss in each group work together to decide which rural area they will talk about. They then discuss and note down some changes they can find in this area. Ss use their notes about the changes in rural area to write a paragraph describing the changes. T can guide their writing by providing them with some key words/phrases like: “ The first change is...” or “The change we are the most interested in is...” If there is not enough time to write the paragraph in class, T can assign it as homework. IV. Post listening
16. -Talk about the changes in a rural area . IV. Homework: - Do exercises part E - Get ready for Looking back + Project Period 15 UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 7: Looking back+ Project A. OBJECTIVES I. Knowledge By the end of this lesson, students will be able to : - revise the grammar points, vocabulary they have learnt and then practice doing exercise. - Write the activities they will do during the trip to the countryside and do the project in group. - Vocabulary: pasture, normal motorist, skillfully, depend on, rate... - Language skills: listening, writing II. Ability : - Review the previous lessons and be well-prepared for any assessment. - Improve the listening, reading, speaking and writing skills. - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. III. 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 school, love for their their hometown, family, love for their country. B. TEACHING AIDS: - textbook, lesson plan, radio + CD C. PROCEDURES * Warm up:L O O K I N G B A C K Encourage Ss to complete Looking Back without referring to previous sections in the unit. Ss should use what they remember from the unit to complete this section. Ss should record their results for each exercise in the Looking Back section in order to complete the final “Finished! Now you can...” assessment and identify as areas for review I. Vocabulary: Activity 1: Ss complete this exercise independently. T checks the answers. Key: Picture a: peaceful, vast, quiet, pasture, paddy field Picture b: quiet, colourful, paddy field, harvest time, rice Picture c: peaceful, vast, quiet, nomadic life, inconvenient, ger, pasture, cattle, horses Activity 2: Ss look at each picture, then at the verb that goes with it. Ss write the sentences in their full forms. T goes round while Ss are writing and helps them with any difficulties. When Ss have finished, T can choose some sentences and asks Ss to write them on the board. T gives feedback. If a sentence is in correct, ask Ss to correct it. Suggested answers.: 1. A boy is riding a horse. 2. A man is herding his cattle/ sheep 3. A girl is picking apples (from an apple tree) 4. A boy is flying a kite
17. 5. The children are running around in the field/ countryside 6. A woman is collecting water from the river. II. Grammar Activity 3: Ss complete this task independently. They can then exchange their answers with a partner. T checks as a class. Key: 1. faster than 2.earlier than 3. better - than 4. more skillfully than 5. more beautifully - than Activity 4: Ask Ss to read the situations carefully and decide which two things are being compared. Ss may refer to the completed sentences in 3 as a guide for this sentence completion. Ss complete the exercise independently and then compare their answers with a partner. T checks as a class. Key: 1. ......faster than a camel 2. ......more happily than those in the city 3. ......more heavily on the weather than people in many other jobs. 4. ......worse than I do 4. Communication: Ss work in groups. They take turn to ask the question and note down the answer. The group then assigns group representative to report their findings to the class. 5. Project: This project aims to revise the vocabulary and recall the images of the countryside Ss have looked at so far. It also encourage Ss to create a rural place they dream of or would like to live in. Have them imagine the things they could do in such a place. T then divides Ss into groups and instructs them on what they have to do. T hands out two pieces of paper - one for brainstorm ideas and a large piece of paper for drawing the picture. Have them to think creatively and daringly. If ss have any difficulty with vocabulary. T moves around the groups and helps . The picture will probably have to be finished out of class hours as homework. Have Ss present their countryside pictures in next lesson . When all the groups have given their presentation , the whole class can vote for the best. III. Homework : - Finish your project - finish your exercises in work book - Prepare for Getting Started Unit 3