Kế hoạch bài học Tiếng Anh 6 - Tuần 7, Unit 2: School, Lesson: Review - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 7, Unit 2: School, Lesson: Review - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Date: 23 /10/2022 Period 19th UNIT TWO: LESSON : A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - review school subjects and school activities. - review famous books. - review the use of English: connectors (and, or), preposition, possessive pronouns, like + V-ing and pronunciation. 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 “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: Network of words - Write the key word “subjects” and ask students to give subject names as many as possible Possible answers Subjects: Math, Physics, Chemistry, Literature, History, Geography, Civic Education, P.E, Technology, Music, English - Lead to the new lesson Option 2: Leave Me Out - Give 5-7 words with an unnecessary letter in each word. - Have students leave the unnecessary letter out to make a right English word. 1. literrature 2. Fantasty 3. authour 4. cluby 5. history 6. drasma - Give feedback. Answer Key:
2. Lead to the new lesson II. New lesson:  Activity 1: Listening (10’): You will hear 5 short conversations (twice for each one). Answer each question of the conversation by choosing the correct answer (A, B or C). - Have students read the questions and study the pictures - Demonstrate the activity by using the example - Play the audio (CD 2 – Track 64) - Have students give answers - Check answers as a whole class. Answer key: 1.B 2.A 3.A 4.B 5.A  Activity 2: Reading (9’): Read the text. Choose the correct answer (A, B or C) Option 1: - Demonstrate the activity by using the example
3. - Have students read the text and choose the correct answer - Call students to give answers, explain - Give feedback and evaluation Answer key: 1. A 2. B 3. B 4. C Option 2: - Demonstrate the activity by using the example. - Have students study the questions first, try to find the key words that help them. find the answer quickly and correctly. - Have students read the text and choose the correct answer. - Call students to give answers, explain. - Give feedback and evaluation.  Activity 3: Vocabulary (7’) Fill in the blanks with the words from the unit - Have students look at the vocabulary box, focus on the part of speech of each word - Ask students to work in pairs to fill in the blanks - Have students give answers, explain for their choice - Check answers as a whole class Answer key: 1. history 2. fantasy 3. arts and crafts 4. novel 5. sign up 6. literature 7. geography 8. drama club  Activity 4: Grammar (5’) – Circle the correct words
4. - Ask students to work individually to circle the correct answer. - Have students work in pairs to check each other’s work. - Call students to give answers, explain for their choice. - Check answers as a whole class. Answer key: 1. and 2. Mine 3. Playing 4. by 5. is 6. dancing 7. yours 8. drawing  Activity 5: Pronunciation (5’) Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind students some basic rules of putting stress on words with 2 or 3 syllables - 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 Ss’ pronunciation if necessary. Answer key: 1. A 2. D 3. D 4. D 5. B III. Consolidation (3’): * Grammar of Unit 2: Connectors (and, or), preposition, possessive pronouns, like + V- ing * Vocabulary of Unit 2: Vocabulary about school subjects, school activities and books IV. Homework (2’) - Review vocabulary, grammar of unit 2 - Do exercises in Workbook: Review of Unit 2 (page 63) - Prepare: Unit 3 – Vocabulary and Listening (page 22 – SB) ------------------------------------------------------------------------- Period 20th UNIT THREE:
5. LESSON 1.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - describe someone’s personal appearance. - use some sentences / phrases to end a friendly conversation. - listen for gist and details about someone’s personal appearance. 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 “Friends”. 4. Competencies: - love their school, love their friends. 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 “COOL PAIR MATCHING” - Explain the rules of the game. - Give each group a picture with words and small pictures inside. - Have students work in groups to match word with its correct picture in about a minute and a half. - Call students to give answers (hang their pictures on the board). - The group which has all correct answers in the shortest time will be winner. - Check, give feedback and give a small gift to the winner. Expected answers  Option 2: Game “FIND SOMEONE WHO ” - Have students play the game as a whole class - Ask students to stand up if they are the one(s) the teacher is looking for. Example Teacher says: I want to find someone who has long hair.
6. I want to find someone who has brown eyes. I want to find someone who has short hair. I want to find someone who is over 1.50 meters. I want to find someone who wears glasses. - Give feedback and lead to the new lesson. II. Presentation:  Activity 1: New words (15’) a. Write the words in the table. Listen and repeat. Option 1: - Demonstrate the activity, using the example - Have students write the words in the correct columns of the table - Divide class into pairs and have them check their answers with their partners - Play audio (CD1 – Track 29). Have students listen and repeat - Correct students’ pronunciation Answer key: Body: tall, slim, short Hair: red, blond, long, brown, short Eyes: blue, brown, glasses Option 2: - Ask students to work in pairs to write the words in the correct columns of the table - 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. Describe yourself using the new words Option 1: - Have students use the new words to describe themselves. - Give some suggested structures to help students describe themselves more easily I have + adj + noun (I have long hair) My +noun is/are + adj (My hair is long) - Encourage students to be creative, add more adjectives to make their dialogue more interesting - Have some students share their ideas with the class - Make comments on students’ presentation, give evaluation (marks) if necessary Option 2: - Give some suggested structures to help students describe themselves more easily I have + adj + noun (I have long hair) My +noun is/are + adj (My hair is long)
7. - Have students use the new words to describe themselves. (Have students write on their notebooks) - Encourage students to be creative, add more adjectives, noun to make their dialogue more interesting. - Have some students share their ideas with the class - Collect some students’ notebooks (randomly) - Have 1 student choose his/her friend’s writing and read, ask the whole class to guess who is being described Example: “I have long hair. My eyes are brown. I have a pair of glasses” Class: Is that Mai? - Give feedback and evaluation  Activity 2: Listening (20’) a. Listen to a girl trying to find her friend at a summer camp. Tick () the person she is looking for. - Have students look at the pictures - Play the audio once (CD 1 – Track 30) - Have students listen and tick the correct box - Play the audio again. Check answers as a whole class Answer key: A b. Now, listen and circle “True” or “False” 1. Mary is tall and has long blond hair. True/ False 2. Mary is wearing a striped T-shirt and blue shorts. True/ False 3. Jane has brown hair. True/ False 4. Jane isn’t wearing glasses. True/ False - Have students read the sentences and guess whether they are True or False. - Play the audio. Have students listen and choose “True” or “False”. - Check answers as a whole class. Answer key: 1. True 2. False 3. False 4. True c. Conversation skill - Focus attention on the Conversation Skill box - Explain that we often end conversation y saying: “See you soon” or “Talk to you later” - Play the audio. Have students listen and repeat - Have some students practice the conversation skill in front of the class - Give feedback, and provide more ways to end a friendly conversation See you soon Talk to you later See you later Take care Catch you later Peace out
8. - Ask students to use these sentences/ phrases to make up a simple conversation about school or friends and then end it friendly - Have students present - Give feedback and evaluation III. Consolidation (3’) * Words to describe body: Tall, short, fat, thin, slim, * Words to describe hair: Long, short, brown, blond, curly, * Words to describe eyes: Big, small, blue, brown * Ways to end a friendly conversation: See you soon Talk to you later See you later Take care Catch you later Peace out IV. Homework (2’) - Learn by heart the new words. - Practice describing someone’s personal appearance. - Do exercises in Workbook: Lesson 1 - New words and Listening (page 14). - Prepare: Lesson 1.2 – Grammar (page 23 – SB). ------------------------------------------------------------------------- Period 21st. UNIT THREE: LESSON 1.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use the Present Simple and the Present Continuous. - ask and answer about personal appearance. 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 “Friends”. 4. Competencies: - love their school, love their friends. 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 “JUMBLE WORD” - Have students rearrange letters to make a meaningful word. - Call students to give answers.
9. - Check students’ answers, give feedback and lead to the new lesson. 1. obnw 2. olng 3. thors 4. misl 5. reaw Answers key: 1. brown 2. long 3. short 4. slims 5. wear Option 2: -ing form of verb - Have students review the spelling of the -ing form of verb by giving some verbs and ask students to ad -ing. Examples: 1. wear 2. stay 3. study 4. put 5. make 6. have 7. go 8. miss - Have students write answers on the board. Answers key: 1. wearing 2. staying 3. studying 4. putting 5. making 6. having 7. going 8. missing - Tell students about another grammar point that contains -ing form they are going to study in the new lesson => Lead to the new lesson. II. New lesson  Activity 1: Grammar: Present and Present Continuous (18’) a. Listen and repeat - Have students look at the picture. - Play audio (CD1 – Track 32) and have students listen and read the speech bubbles. - Play audio again and have students listen and repeat. Grammar box Option 1: - Have students look at the grammar explanation. - Have students look at the box with the different forms. - Have some students read the sentences aloud.
10. - Explain more about the form, usage of the Present Continuous *Form: S + am / is / are + V-ing Question: Am / Is / Are + S + V-ing? *Usage: talk about ongoing actions *Adverbs: at the moment, now, Look! ... *Note: When we use present continuous to describe personal appearance, we do not use the adverbs Option 2: - Have students close books. - Show a picture on the screen and ask students to make comments on the clothes of the boy in the picture. Expected answer: blue shorts, green hat (green cap), orange T-shirt, red bag. - Introduce: The boy is wearing a green hat. The boy is wearing an orange T-shirt. The boy is wearing blue shorts. - Have students pay attention to the tense used in these sentences => Lead to the grammar point: Present Continuous - Explain more about the form, usage of the Present Continuous (The same as Option 1). - Have students open books and read the grammar box. - Ask students to give some examples, using this tense. b. Circle the correct words.
11. - Demonstrate the activity, using the example. - Have students circle the correct words. - Have students work in pairs to check each other’s work. - Have some students share their answers with the whole class. - Give feedback, correct students’ answers if necessary. Answer key: 2. is 3. are 4. am 5. are 6. Are  Activity 2: Practice (17’) c. Look at the photo and write Simon’s answers - Demonstrate the activity, using the photo. - Have students write Simon’s answers - Have students work in pairs to check each other’s work - Have some students share their answers with the whole class (Write on the board) - Check, correct students’ answers Answer keys 2. No, he isn’t 3. wearing a blue T-shirt 4. black pants d. Practice the conversation with partner Option 1: - Have students do the task in pairs. - Call students to demonstrate the activity in front of the class. - Give feedback and correct students’ pronunciation if necessary. Option 2: - Have students do the task in pairs. - Call students to demonstrate the activity in front of the class. - Give feedback and correct students’ pronunciation if necessary. - Give more pictures, have students practice, encourage them to be creative. Example:
12. - Call students give answers. Suggested dialogue A: Do you know my friend? A: Is she wearing shorts? B: Is she wearing a hat? B: No, she isn’t A: Yes, she is A: What else is she wearing? A: Is she carrying a doll? B: She is wearing a red skirt and a blue sweater. B: No, she isn’t - Give feedback and evaluation. Option 3: - Have students do the task in the book in pairs. - Have students demonstrate their conversation in front of the class. - Give an extra activity: Choose a secret student. Have students in class ask and answer questions to find who the secret student is. Example: Ss: Is he wearing glasses? T: Yes, he is Ss: Is he wearing sandals? T: No, he isn’t Ss: Is he wearing short-sleeved sweater? T: Yes, he is. Ss: Is that Minh? T: III. Consolidation (3’) * The Present Continuous tense: Form: S + am / is / are (not) + V-ing Question: Am / Is / Are + S + V-ing? *Usage: talk about ongoing actions Examples: What is he wearing? ￿ He’s wearing a blue T-shirt IV. Homework (2’) - Make 3 sentences to describe one of your classmates, using present continuous. - Review vocabularies about clothes. - Do exercises in Workbook: Lesson 1 - Grammar (page 15). - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 24 – SB). ------------------------------------------------------------------------ ENGLISH 8 Period 19 Unit 3 : PEOPLES OF VIET NAM Lesson 4 : COMMUNICATION A. Objectives 1. Knowledge: By the end of the lesson, students will be able to use the lexical items related to cultural groups of Viet Nam to talk together. - Vocabulary: relating to ethnic groups of Viet Nam.
13. - Grammar: Question words, articles a/ an/ the. 2. Competence: Group work, individual work, pair work, linguistic competence, cooperative learning and communicative competence. 3. Behavior: Students have good attitude towards customs of the peoples of Viet Nam. They can communicate together through a quiz about ethnic groups of Viet Nam. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: I. Warm up: Brainstor ming: Which ethnic groups do you know?and Where they live. T elicits from Ss: - The Viet ( all over the country ) - The Tay, the Nung: (North and Northeast provinces ) - The Muong: ( Hoa Binh, Phu Tho, Son La, Thanh Hoa) - The Hani: ( Lai Chau, Lao Cai ) - The Hmong: ( Northern mountainous regions, Nghe An ) - The Pathen: ( Ha Giang, Tuyen Quang ) - The Thai: ( Son La, Lai Chau, Yen Bai, Thanh Hoa, Nghe An ... ) - The Bahnar: ( Gia Lai, Kon Turn, Binh Dinh, Phu Yen ) - The Ede: (Dak Lak, Gia Lai, Phu Yen, Khanh Hoa ) - The Giarai: ( Gia Lai, Kon Turn, Dak Lak ) - The Brau: (Kon Tum ) - The Khmer: (Mekong Delta provinces ) - The Cham: ( Ninh Thuan, Binh Thuan, Tay Ninh, An Giang ... ) II. New lesson: Act. 1: Ss work in pairs to do the quiz. T checks and gives explanation. Key: 1 B – rice farming 2.A- The Khme 3.C - The Odu 4. B- In the northern muontainous regions 5. C- In Son La 6. A – The Hoa Act. 2 : Ss work in groups. Let them discuss and then write down the ethnic groups in the correct boxes. T encourages them to add other ethnic groups they know to the list. T moves around the groups and gives assistance where needed. Key: Northwest region : Viet, Hmong, Lao Northeast region: Viet, Hmong, Nung, Tay The Central Highlands: Viet, Bahnar, Btau, Ede, Giarai, Sedana Mekong River Delta : Viet, Cham, Khmer Red river delta: Viet Act. 3 : Discussion - T writes on the board subjects that Ss can talk about in relation to these groups. Elicit these subjects if possible: H’MONG: -location - (Northwest region) - Houses: stilt house - costumes : shirt and Brocade skirt -foods : corn (mèn mén) - festivals/ ceremonies Gầu tào, Su Su festival
14. KHME: : -location - Mekong River Delta - Houses: stilt house, brick house - costumes : shămpết chom Kpal shămpết chorhpul, -foods : corn (mèn mén) - festivals/ ceremonies Chol chnam Thmay(lễ hội chào năm mới,Ok Ang Bok) lễ hội chào mặt trăng và lễ hội cúng tổ tiên(Donta) - T may give some facts and/ or show pictures to facilitate the activity. - T gives Ss time to prepare, and then lets them talk in groups. D. Homework: - Write about an ethnic group you know. - Do the exercises in the workbook Period 20 Unit 3 : PEOPLES OF VIET NAM Lesson 5 : SKILLS 1 A. Objectives 1. Knowledge: By the end of the lesson, students will be able to understand the content of the life of ethnic groups. - Vocabulary: life of ethnic group lexical items. - Grammar: Question words, articles: a, an, the. 2. Competence: Group work, individual work, pair work, linguistic competence, cooperative learning and communicative competence. 3. Behavior: Students have good attitude towards customs of the peoples of Viet Nam. They can be aware of responsibilities with ethnic groups of Viet Nam. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: I. Warm up: Guessing game: what ethnic group is it? - T gives Ss some pictures of different ethnic minority people wearing their traditional costumes, Ss work in group to guess which group they belong to . II. New lesson READING Act. 1 ( Ex. 1): T gives Ss time to discuss the two questions in pairs and then as a class and encourages Ss to make guesses if they are not sure. * The Thai: place: Son la, Lai chau, Yen bai . population: 1,1209,100/ 600,000 . language: Thai food: rice, corn Act. 2 : ( Ex. 2 +3) Ask Ss to read the text and underline any words they don't know. T Explain the new words: + to dig: đào ( miming) + to weave: cách dệt, kiểu dệt (explanation) + canal: kênh, sông đào ( pic.) - unique: độc đáo, có một không hai ( explanation)) + comprise: consist of +poultry: gia cầm ( pic.)
15. + ornament: trang sức ( pic.) -+to worship: thần thánh ( translation) + ancestor: ông bà, tổ tiên ( translation) - Call on some individuals to read the text aloud to the class. Check their pronunciation and intonation. and clarify anything difficult. - T asks Ss to read the passage again and do the task ( Ex. 2) . - T checks the answers as a class. Key: 1. farmers / /2. bamboo /3. stilt /4. songs / 5. Ceremonies - T asks Ss to read the passage again and answer the questions( Ex. 3). - Ss can ask and answer in pairs. T checks the answers as a class. Key: 1. Yes, they do. 2. Their main food is rice. 3. It is well-known for being unique, colourful and strong. 4. Thai women do. 5. They worship their ancestors. SPEAKING Act. 3 : - Ss work in pairs; each of them talks about one ethnic group. - T goes around to assist if necessary. Then ask some volunteers to present to the rest of the class. - T lets Ss talk about their own ethnic group. T asks them to focus on one or two aspects such as clothing, food, ways of living, customs and traditions, festivals, beliefs, etc. T can also encourage Ss to talk about changes in the life of their people over time. D. Homework - Write a short paragragh about The Bru- Van Kieu or The Khmer peoples - Do exercises in the workbook. Period 21: Unit 3 : PEOPLES OF VIET NAM Lesson 6: Skills 2 A. Objectives 1. Knowledge: By the end of the lesson, students will be able to know more about some traditional food and drink of ethnic groups. - Vocabulary: Vocabulary about a traditional dishes. - Grammar: Question words, articles: a/ an/ the. 2. Competence: individual work, pair work, linguistic competence, cooperative learning and communicative competence. 3. Behavior: Students have good attitude towards customs of the peoples of Viet Nam. They can listen to get specific information about a traditional dish and write the recipe for a traditional dish. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: I. Warm up: Talk about traditional foods II. New lesson Listening
16. Act. 1 ( Ex.1): Ss discuss the two questions in pairs. Then tell Ss to look at the picture and say what they know about that dish. Act. 2 ( Ex. 2 ): Ss read the statements. T explains some words: + to represent: + element: + harmony: - Ss guess if those sentences are T or F - T plays the recording once or twice then asks Ss to listen carefully and tick True or False according to what they hear in the passage. Key: 1. T / 2.F / 3.T / 4.F / 5.F - Play the recording again. Ss write down the words as they listen. Play the recording again for them to check. T corrects as a class. Key: 1. mountainous / 2. purple / 3. natural / 4. plants / 5. ceremonies Audio script: Five-coloured sticky rice is an important traditional dish of many ethnic minorities in the northern mountainous regions. People call the dish five-coloured sticky rice because it has five colours: red, yellow, green, purple and white. The things that create the colours are not chemicals but natural roots and leaves. The five colours of the dish represent five elements of life according to Vietnamese beliefs: yellow is earth, red is fire, green is plants, white is metal, and purple or black is water. People believe that these five elements create harmony between heaven and earth. Five-coloured sticky rice is usually made and enjoyed at Tet, in festivals and ceremonies, on special occasions, and whenever the family has guests. Writing Act. 3 : Tasks Ss to read the notes carefully. T help to clarify some words: turmeric, shredded coconut Act. 4 : Have Ss write full sentences to show the steps to cook the rice. Make sure that they use proper connectors : first / firstly, second/ secondly, ... and pay attention to spelling and punctuation. - collects some Ss' writing papers and mark them, then give comments to the class. Sample cooking steps: This delicious dish is really easy to make. First, you need to soak the rice in water for at least five hours. Then rinse the rice and drain it well. Next, add the turmeric extract and mix it well. Then wait for 70 minutes. After that, add the coconut and salt. Remember to mix it well. Finally, steam the rice for about 30 minutes. Check that it is fully cooked. You can serve this dish with chicken. III. Homework - Write a paragraph about how to cook “ Yellow sticky rice” - Do exercises in the workbook.