Kế hoạch bài học Tiếng Anh 6 - Tuần 6, Unit 2: School, Lesson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 6, Unit 2: School, Lesson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Date: 16 /10/2022 Period 16th UNIT TWO: LESSON 2.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use intonation for positive and negative answers. - ask and answer about school clubs. 2. Skill: Students can improve 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”. 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: School clubs - Have students close all books. - Show pictures and ask students to look at the pictures (symbols) to guess the names of the clubs. - Have students give answers, call other students to give other answers if the first one is incorrect. Answers key: - Ask students to list more school clubs they know. Option 2: “KIM’S GAME” - Have students close all books. - Show a clip, or a picture with a lot of school clubs. - Have students observe, remember as many school clubs as they can in about 1 minute.
2. - Call students to say what school clubs they can remember - Check, give feedback. Answers keys 1. music club 2. I.T club 3. art club 4. science club 5. book club 6. arts and crafts club 7. cooking club 8. language club 9. dance club 10. drama club => Lead in new lesson. II. Presentation: PRONUNCIATION – Intonation for Positive and negative answers. 10’) a + b. Listen to the sentences and focus on how the intonation goes up or down - Play the recording (CD1, track 24) - Ask students to listen and pay attention to the intonation - Call students to make their comments on the intonation of the positive and negative answers they’ve just listened to - Give feedback, explain the pronunciation feature: intonation for positive answers goes up, for negative answers goes down - 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 to a partner - 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, then encourage students to use their own sentences. - Call some pairs to read in front of the class. III. Practice (10’): a. Practice the conversation. Swap the roles and repeat. (controlling practice)
3. Option 1: - Demonstrate the activity by practicing role-play with a student. - Have pairs practice the conversation. - Call some pairs to read in front of the class. - Have pairs swap roles and repeat-using the ideas on the right. - Have some pairs demonstrate the activity in front of the class. Option 2: (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. - 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. b. Practice with your own ideas. (Free practice) - Have pairs practice the conversation with their own ideas, then swap roles. - Go round, observe students’ work and give help if necessary. - Call some pairs to demonstrate the activity in front of the class. - Give feedback and evaluation. IV. Production - Speaking: Let’s join a club! (15’) a. You want to sign up for some clubs for next year. Find out what activities your partner likes doing and then decide on one club to join together. Option 1: - Demonstrate the activity by practicing role-play with a student. - Remind students to use the structure: Like + V-ing and some structures of making suggestions - Have students work in pairs, take turns suggesting two activities for their friends to join next year, let students try to be creative - Have students decide on a club they can join together - Have some pairs demonstrate their role-play in front of the class Suggested conversation
4. T: Which club do you want to sing up for next year? S: I don’t know. T: Let’s join a cooking club? Do you like preparing food? S: Hmm. It’s ok. But I want to try another club. T: There’re also many other clubs in our school such as book club, arts and craft club, science club and even dancing club. Which one do you like? S: Oh, I like making things by hand. T: Oh, me too. Why don’t we sign up for an arts and crafts club? S: Yes, good idea. Option 2: (for class with many low-level students) - Follow the same steps as option 1. However, before students work in pairs, teacher gives them some suggested activities in some school clubs Suggested activities - Teacher goes round and give help if necessary. b. Join another pair. Which club do most people want to join? - Have students join another pair and discuss which club most people want to join - Ask students to share their findings with the class - Give feedback and evaluation V. Consolidation (3’) * Intonation: Intonation for positive answers goes up, for negative answers goes down. * Asking and answering about school clubs you like to sign up for: Which club do you want to sign up for? * Giving suggestions How about / What about + V-ing / noun Why don’t we + V bare infinitive Let’s + V bare infinitive VI. Homework (2’) - Practice using intonation for positive and negative answers - Review school names and their activities. - Make 2 sentences for each structure of giving suggestions - Prepare: Lesson 3.1 – New Words and Listening (page 20 – SB) ------------------------------------------------------------------------- Period 17th UNIT TWO: LESSON 3.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - know more vocabularies used in book reviews. - talk about different kinds of books.
5. - use some useful languages to talk about their favorite book. 2. Skill: Students can improve the use of English, speaking and listening 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”. 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 a trailer of one of the three films: Peter Pan, The Secret of the Old Clock or My Side of the Mountain. These films were made from the famous books with the same name - Links: Peter Pan: The Secret of the Old Clock: My Side of the Mountain: Option 2: Matching - Show 3 pictures and have students match them with the names given. - Call students to give answers - Check students’ answers, then introduce the three books: Peter Pan, The Secret of the Old Clock and My Side of the Mountain. Lead to the new lesson. II. Pre - Listening: Vocabulary (15’)
6. a. Read the text and match the underlined words with the definition. Listen and repeat Option 1: - Demonstrate the activity, using the example in the book - Have students read the text and match the underlined words with the definitions - Ask students to work in pairs to check their answers with their partners - Check answers as a whole class - Explain more about the meaning of the new words if necessary - Play the audio (CD1 – Track 26) for Ss to listen and repeat - Call some students to read the words / phrases again, correct their pronunciation and stress. Answer key: 2. adventure 3. novel 4. author 5. mystery Option 2: (for class with low-level students) - Demonstrate the activity, using the example in the book - Have students read 5 sentences first, help them with difficult and strange words. - Then have students read the text and match the underlined words with the definitions. Guide students to find key words to help them find answers quickly and correctly - Call students to give answers, check. Answer keys 2. adventure (key words: new place, away from New York to live in a mountain) 3. novel (key words: people, events) 4. author (key words: the name: J.M. Barrie) 5. mystery (key words: secret) - Play the audio (CD1 – Track 26) for students to listen and repeat - Call some students to read the words / phrases again, correct their pronunciation and stress b. Talk to your partner: Which story would you like to read? - Have students work in pairs. - Have students share their ideas with the class. Expected answers - Which story would you like to read? - I’d like to read The Secret of the Old Clock. I like mystery story. / I’d like to read My Side of the Mountain. I like adventure story. III. While - Listening (10’): a. Listen to some students talking about books. Circle their favorite kind of book - Have students look at the request of the task. - Play audio (CD1 – Track 27). - Have students listen and circle the speaker’s favorite kind of book. - Call students to give answers.
7. - Check answers as a whole class. Answer key: 1. mystery 2. Adventure b. Listen and fill in the blanks. - Have students read the sentences in the task. - Have guess the possible words to be filled in – paying attention to the part of speech of the words in blanks (noun or adjective). - Play audio (CD1 – Track 27). - Have students listen and fill in the blanks. - Call students to write answers on the board. - Check answers as a whole class. Answer keys 1. author 2. interesting 3. exciting 4. author IV. Post – Listening: Grammar – Useful language (10’) Option 1: - Have students look at the Useful Language box - Play audio (CD1 – Track 28) - Have students practice the useful language - Call students to demonstrate the dialogue in front of the class - Have v practice the conversation, using other vocabularies from “New words”, and their own ideas - Call some pairs to present, give feedback and evaluation Option 2: (for class with low-level students) - Play audio (CD1 – Track 28) - Have students practice the useful language in pairs, then use their own ideas about books to make a conversation - Give students some cues about books for their free practice - Call some pairs to present, give feedback and evaluation V. Consolidation (3’) * Vocabulary about books: novel, adventure, author, mystery, fantasy * Some useful languages: What’s your favorite book? – I like What kind of book is it? – It’s Who’s the author? – It’s by Why do you like it? – I think it’s very VI. Homework (2’) - Learn by heart the new vocabularies - Ask and answer about your favorite book. - Do exercises in Workbook: Lesson 3 - New words – Listening (page 12) - Prepare: Lesson 3.2 – Reading, Speaking and Writing (page 21 – SB) ------------------------------------------------------------------------ Period 18th UNIT TWO:
8. LESSON 3.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - read a book review about a Vietnamese book. - talk about favorite book. - write a book review. 2. Skill: Students can improve the reading, speaking and writing 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”. 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 the trailer of the film “Yellow Flowers on the Green Grass”, then introduce something about the film. (It was produced basing on the novel “Yellow Flowers on the Green Grass” by Nguyen Nhat Anh. The book is loved by many people, especially teenagers) Link: => Lead to the new lesson. Option 2: - Ask students whether they’ve read about the book “Yellow Flowers on the Green Grass” - Show the book on the screen or bring the book to class to introduce it to students. - Have students close books, give some multiple-choice questions to check how much students know about this book
9. - Give a small gift or a big applause for students who can give the right answers => Lead to the new lesson II. New lesson:  Activity 1: Reading (10’): Read the book review “and circle “True” or “False” Option 1: - Have students read the text individually. - Have some students read the text aloud. - Demonstrate the activity by using the example. - Have students read the sentences and circle “True” or “False”. - Check answers as a whole class. Answer key: 2. F 3. F 4. F 5. T 6. T Option 2: - Have students read the sentences first, find and underline key words (important words that help students find answers quickly and correctly). - Have students work in pairs to read and do the task. - Call students to give answers, show key words or explain how they can find the answers. - Have students correct the false one(s). - Check answers as a whole class. - Give feedback.
10. Answer keys 2. F (The writer thinks the book is interesting.) 3. F (The story is about the boys as they grow up). 4. F (In the story, Tường lives in a village. 5. T 6. T  Activity 2: Speaking: Book Lover (10’) a. Role play the conversation in the box, then swap roles and do the same with the other books. Option 1: - Demonstrate the activity by practicing the role play with a student. - Have students practice the conversation in pairs. - Have students swap the roles and continue with the other books. - Have some pairs act out the conversation in front of the class. - Give feedback and evaluation. Option 2: - Follow the same steps as option 1. - Give students more structures used in their conversation, show on the screen or use handouts. A: What’s your favorite book? / Which book do you like best? B: I like / I love / My favorite book is A: What kind / type / sort of book is it? B: It’s A: Who’s the author? / Who writes that book? B: It’s by A: Why do you like it? B: I think it’s / Because it’s - Give students more adjectives to express why they like the book: interesting, funny, fantastic, adventurous, fascinating, thrilling, moving. b. Now try with books that you know - Have students practice the role-play with other books they know. - Have some students share their ideas with the class. - Give feedback and evaluation.  Activity 3: Writing (15’) .
11. a. Read the writing tips and answer the questions - Focus on the Writing Tip box - Explain when to use capital letters - Have students read the Writing Tip and the questions - Have students answer the questions - Have some students share their ideas with the class b. Use your answers in Task a. to write a book review Use the Reading to help you. Write 40 to 50 words Option 1: - Have students use their answers in Task a. and the Reading to write a book review in their notebooks. - Have some students write their paragraph on the board. - Check, correct students’ mistakes and give evaluation. Option 2: - Have students use their answers in Task a. and the Reading to write a book review - Remind students the outline / content of a book review: Name of the book Type of the book Author Reasons for choosing the book Recommendation - Have students work in groups to choose a book and write in extra board. - Have groups hang their extra board on the big board. - Check, correct students’ mistakes and give evaluation. - Ask students to finish the writing in their notebooks. III. Consolidation (3’): * Talk/ write about a book review: Name of the book Type of the book Author Reasons for choosing the book Recommendation VI. Homework (2’) - Finish the writing part - Read more books for children - Do exercises in Workbook: Lesson 2 – Reading and Writing (page 13) - Prepare: Unit 2 - Review (page 88 – SB) ------------------------------------------------------------------------ ENGLISH 8 Period 16 Unit 3 : PEOPLES OF VIET NAM GETTING STARTED: At the Museum of Ethnology A. Objectives: By the end of the lesson students will be able to: - get to know about the topic of the unit - use the lexical items related to cultural groups of Viet Nam and talk about their ways of life
12. 1. Knowledge. -Vocabulary: Vocabulary related to peoples of Vietnam Structure: Review questions 2. Skill: Listening, reading and speaking. 3. Attitude: Be award of responsibilities with ethnic groups of Vietnam. 4. Competence development orientation: Linguistic competence, cooperative learnig and communicative competence. B. Procedures: I. Warm up: Solving a crossword puzzle 1. I like to . buffaloes in the pastures. 2. The farmers are very busy during harvest .. 3 . Have you ever ridden a .. ? You have to be brave to do it. 4. People in the countryside are often open and 5. .. was loaded onto a cart and transported home. 6. I think life is more interesting than city life H E R D T I M E H O R S E F R I E N D L Y R I C E C O U N T R Y - T . explains the meaning of the word: ethnic/ ethnology/ ethnic minority peoples. - T may also show a picture of a typical costume and talk about it with the Ss. II. New lesson 1. Dialogue: Act. 1: (Prediction questions:) - What can you see in the picture? - Do you know these characters? - Where are they now? - What are they talking about? - Ss answer questions as a class. - T plays the recording and has Ss follow along.
13. - T gives some new words: + ethnic minority peoples + to account for + custom: + awesome: - Then come back to the earlier questions and have Ss answer them again. Act. 2 (Ex. a )- Ask Ss to read the conversation again and do the exercise in pairs or in groups. T writes the correct answers on the board. KEY 1. interesting / 2. largest / 3. minority /4. southern Act. 3 (Ex. b) - Ss work individually to answer the questions. Ss compare answers with a partner and then discuss as a class. Then correct the answers. Key: 1. They are in the Museum of Ethnology. 2. They want to know about the ethnic groups of Viet Nam. 3. There are 54 (ethnic groups). 4. The Viet (or Kinh) have the largest population. 5. Yes, they do. Act. 4 (Ex. c ,d) - Tell Ss to refer back to the conversation to find the expressions. - Together with the Ss, elicit the meaning of these four expressions.. 1. Exactly: used as a reply, agreeing with what sb has just said, or emphasizing that it is correct 2. How interesting : How + adj/ adv: used to show a strong reaction to sth 3. I see: Used to show you understand what someone said 4. That’s awesome: Used to show that you think something is great . - Ask Ss to make examples. * Help Ss distinguish the two words. - 'people' is used as the plural of 'person' to refer to men, women, and children - 'peoples': ethnic groups of people who belong to a particular country, race, or area 2. Vocabulary Act. 5 ( Ex. 2)- T shows the pictures and asks Ss about the pictures - T asks Ss to work in pairs and label each picture. New words: + costume: trang phuc + folk dance: mua dan dan + terraced field: ruong bac thang - Let Ss read each word/ phrase correctly. Check and correct their pronunciation. Act. 6 (Ex. 3) : - Ss do the task by themselves. After that they swap their answers with a partner. T corrects as a class. Then T lets them repeat the words/ phrases in chorus.
14. Key: 1. ethnic / 2. heritage site / 3. stilt houses / 4. festivals / 5. member /6. terraced fields Act. 7 (Game):. Ss work in pairs to ask and answer the questions. T gives correction. T may call on some pairs to talk before the class. Key: 1. Which ethnic group has the smallest population? 2. Do the Hmong have their own language? 3. Where do the Coho live? 4. What colour is the Nung's clothing? 5. Which group has a larger population, the Tay or the Thai? 6. Whose arts are displayed at a museum in Da Nang? III. Homework. - Do the exercises in the workbook. Period 17 Unit 3 : PEOPLES OF VIET NAM A CLOSER LOOK 1 A. Objectives: By the end of the lesson students will be able to: - use the lexical items related to cultural groups of Viet Nam - pronounce words containing clusters /sk/, /sp/, and /st/ correctly in isolation and in context 1. Knowledge: -Vocabulary: Vocabulary related to cultural groups of Vietnam. - Pronunciation /sk/, /sp/, and /st/. 2. Skill: Improve their listening skill, writing skill. 3. Attitude: Be award of responsibilities with ethnic groups of Vietnam. 4. Competence development orientation: - Linguistic competence, cooperative learnig and communicative competence. B. Procedures: I. Warm up: Chatting II. New lesson: 1. Vocabulary Act. 1 (Ex. 1) -T explains and gives examples of adjectives. Ask Ss to give some more. + major: >< minor + developed: + insignificant: - Then Ss work in pairs to match the adjectives with their opposites. T elicits the answers from the class Act. 2 (Ex. 2) - Ss work individually to do the task. Some Ss may write the answers on the board. Check their answers Act. 3 (Ex. 3) - Ss work in pairs and discuss what the word is for each picture. Check the answers with the class. - Ask them to give other words they know which are related to the life of
15. ethnic minority people. + gong ( chiêng), crossbow/ arbalest ( nỏ) , stilt house Key: 1. Ceremony 2. Pagoda 3. Temple ( Ly Son) 4. waterwheel (in the north) 5. shawl (of the Thai women) 6. basket (of the sedang) 2. Pronunciation Clusters: /sk/, /sp/ and /st/ Act. 4 (Ex. 4 ) - Play the recording and Ss repeat. T may pause the recording to drill difficult items. (Play the recording as many times as necessary.) - Correct Ss' pronunciation. Act. 5 (Ex. 5) - Play the recording again. Ss listen carefully and put the words in the right columns. Note that 'school' may cause some confusion because the sounds of Isk! are spelled with the letters 'sch'. Ask Ss to give other words which contain these clusters. Key: - / sk/: skateboard, school, basket, task - / sp/: speech, display, crisp, space - / st/ : stamp, first, station, instead Act. 6 (Ex 6.) - Play the recording two or three times (or more if necessary). Help Ss recognise all the words with /sk/, /sp/, or /st/, then underline them as assigned 1. The Hmong people I met in Sa Pa speak English very well. 2. You should go out to play instead of staying here. 3. This local speciality is not very spicy. 4 Many ethnic minority students are studying at boarding schools. 5. Most children in far-away villages can get some schooling. III. Homework - Practice the clusters. - Do exercises in the work book Period 18 Unit 3 : PEOPLES OF VIET NAM A CLOSER LOOK 2 A. Objectives: By the end of the lesson students will be able to: - Review different question types to ask and answer about enthnic people in Vietnam - Use articles a, an, and the. - Use lexical items related to the topic “ Cultural groups of Vietnam”. 1. Knowledge: -Vocabulary: Review vocabulary
16. - Structure: Review questions and articles. 2. Skill:Listening, writing skill and speaking skill. 3. Attitude: Be award of responsibilities with ethnic groups of Vietnam. 4. Competence development orientation: - Linguistic competence, cooperative learnig and communicative competence. B. Procedures: I. Warm up: Chatting ( A trip to Sapa, ) - Have you ever been to Sapa? - When did you go? - Who did you go with? - Did you meet any ethnic minority people? II. New lesson: 1- Questions Act. 1 : Review - T helps Ss recall all types of questions and question words they have learned so far: + Yes/No questions + Wh-questions( Question words: who, what, which,where, how much ) Note: T explains this to SS: Which is used instead of what or who to ask Sb to be exactly about one or more people or things from a limited number: Eg: Which way leads to the town? – This one / Which of you has to cook dinner?- I do Act. 2 Give Ss about five minutes to read the passage. T may call on some Ss to read aloud to the class. Correct their pronunciation, intonation and stress, and give explanation if necessary - Have Ss work in pairs and write questions for the answers given. - T gives correction as a class. Suggested answers: 1 Who is living in the house? 2. How many children do they have? 3. Do the grandparents stay at home? 4. How often does Mrs Pha go shopping? 5. How far is Vang's boarding school?/ How far is the town? 6. When does Vang go home (every week)? 7. How do they live? 8. Would they like to live (in a modern flat) in the city? Act. 3: Practice Ex 3: Ss work individually to complete the task. Then Ss compare their answers with a partner. Key: 1.Who / 2. Which / 3. Which / 4.Which/ 5. What
17. Ex 4 : ( Oral practice) Let Ss work in pairs. T encourages Ss to talk with fluency and accuracy, and as naturally as possible. T goes around to monitor the whole class. Questions: 1 Who does the shopping in your family? 2. Who is the principal of our school? 3.Which subject do you like better, English or maths? 4 . What is the most important festival in Viet Nam? 5. Which ethnic group has a larger population, the Khmer or the Cham? Answers: 1,2,3: ss' own answers) 4. The Lunar New Year 5. The Khmer: 1,260,600 (The Cham: 161,700) 2. Articles: a, an, and the Act. 4 : - T asks Ss to read the grammar box, then explains these uses of the articles, going through the examples given in the box. Draw Ss' attention to the Look out! box : an hour/ a university/ a uniform - Ask Ss to make other example sentences using the articles in the same way. + There is an apple on the table. + A car is faster than a motorbike. + Mr. Brown has a son and a daughter. The son is a famous doctor and the daughter is still a student. Act. 5 Practice Exe. 5. Ss work individually to do the task. Then Ss swap their books with a partner to check the answers. T checks the answers as a class. ( T may elicit the meaning of some new words from Ss: multicultural , striking style ) - Discuss the reasons for the article usage in each sentence. Key: 1 a / 2. the / 3. The / 4. the / 5. the / 6. a Ex. 6 First, have Ss read the passage without paying attention to the blanks. Then as a class, check any unfamiliar vocabulary so that everybody understands the meaning of the text. - Ss work individually to do the task. T asks some Ss to read the passage sentence by sentence. T corrects as a class. Discuss the reasons for the article usage. Key: 1. a/ 2.a/the / 3.The / 4. an/the / 5. the / 6.an III. Homework - Do the exercises in the workbook