Kế hoạch bài học Tiếng Anh 6 - Unit 3: Friends, Lesson: Review - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Unit 3: Friends, Lesson: Review - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Date: 30 /10/2022 Period 22 UNIT THREE: LESSON 1.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - pronounce the sound /bl/. - ask and answer about what people look like. - describe friends in class. 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 “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: - Show a picture and ask students to describe the picture - Show teacher’s sentence: The black dog is blowing a blue whistle. - Have students read this sentence Expected answer: 1. The dog is black 2. The whistle is blue - Introduce the word black, blow, blue which contains the sound students are going to study today. => Lead to the new lesson. Option 2: SONG: The /bl/ sound - Let students listen to the song “The /bl/ sound”. Students can sing together while the song is being played. (Teacher doesn’t need to play all song, 1m20s is ok) - Have students listen to the song and try to remember the words with the sound /bl/ (same as “Kim’s Game) - Have students give answers - Link from youtube:
2. Or: - Give feedback => Lead to the new lesson II. Presentation: Pronunciation (10’) a, b, c, d: Listen to the words and focus on the underlined letters, then repeat - Play the recording (CD1, track 33) - Ask students to listen and pay attention to the /bl/ sound - Play the audio again. Have students listen and repeat with a focus on the sound. - Have students practice saying the examples using the sound correctly. - Call some students to read in front of the class. - Check students’ pronunciation if necessary III. Practice (10’): Ask and answer
3. Option 1: - Emphasize the structure used to ask about personal appearance: What does he / she look like? - Demonstrate the activity by asking and answering with a student - Have students work in pairs to ask and answer, using the pictures - Have some pairs demonstrate the activity in front of the class - Give feedback and evaluation Suggested conversation: A: I’m looking for my friend. B: Is your friend a boy or a girl? A: A girl B: What does she look like? A: She’s tall and she has black hair. B: Is she carrying a bag? A: No, she isn’t B: Is it Mai? Option 2: (for class with better students) - Follow the same steps as option 1 - Provide more questions / structures for students to practice: How old is he / she? How tall is he / she? - Have some pairs demonstrate the activity in front of the class. - Have another pair act out the conversation in front of the class without looking at the book. - Give feedback and evaluation. IV. Production - Speaking: What’s cool in your school? (15’) a. You are looking for friends at a party. Work in pairs. Student A use information in File 1 (p.120) and Student B use information in File 8 (p.123) - Demonstrate the activity by practicing role-play with a student. - Have students work in pairs. Student A use information in File 1 (p.120) and Student B use information in File 8 (p.123). - Have students role-play the conversation, swap roles and repeat. - Observe, give help if necessary. Suggested conversation: A: I’m looking for my friend Toby B: What does he look like? A: He’s wearing brown shorts and a green T-shirt. B: Oh, he’s in the dining room. b. Take turns to describe friends in your class for your partner to guess. - Have students take turns to describe and guessing their friends in class. - Have some students demonstrate the activity in front of the class.
4. - Give feedback and evaluation. V. Consolidation (3’): * /bl/ sound: blue, black, blow, blind, blast * Asking and answering about personal appearance What does he / she look like? => He / She is or: He / she has got VI. Homework (2’) - Practice the /bl/ sound. - Review the structures used to ask and answer about personal appearance. - Complete the survey for those who haven’t finished it in class. - Do exercises in WB: Grammar (Part b, c), page 15. - Prepare: Lesson 2.1 – New Words and Reading (page 25 – SB). ------------------------------------------------------------------------- Period 23 UNIT THREE: LESSON 2.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - know more vocabularies that can go with “go”, “play”, “have”, “watch” and “make”. - invite someone to do an activity. 2. Skill: Students can improve their 4 skills (Main skill: Reading) 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: Acting - Invite 1 or 2 students who will be the actor to stand in front of the class. - Give this/ these students a small piece of paper with a verb phrase inside. - Have this/ these students act (use body language) to demonstrate the activity. - Have the rest of the class guess what the verb phrase is. - Have students give a big applause to the students who have the right answer. - Give feedback and lead to the new lesson. *Verb phrases: go shopping, play badminton, watch a movie, have a party, make a pizza Option 2: Network of words - Give students 2 key words: “Play” and “Go” - Have students find out as many as possible words that can go after “play” and “go”
5. - Have students give answers. - Check the accuracy, spelling. Suggested answers Play: badminton, soccer, football, volleyball, basketball, video games, chess, Go: shopping, fishing, dancing, hiking, => Lead to the new lesson II. New lesson:  Activity 1: Vocabulary (17’) a. Fill in the table. Listen and repeat. - Demonstrate the activity, using the example in the book. - Have students fill in the table - Ask students to work in pairs to check their answers with their partners. - Check answers as a whole class. - Play the audio (CD1 – Track 34) for students to listen and repeat. - Call some students to read the phrases again, correct their pronunciation and stress. Answer keys 1. Go: shopping, swimming, to the beach, to the mall 2. Play: badminton, video games 3. Have: a party, a pizza, a barbecue, a cake 4. Watch: TV 5. Make: a pizza, a cake, a movie b. Add more words to the table Option 1: - Have pairs add more words to the table - Call students to share answers with the class Suggested answers 1. Go: to school, to the movies, sailing, for a walk, 2. Play: ping-pong, tennis, chess, board games, 3. Have: a talk, a meeting, a headache, 4. Watch: a movie / a film, a football match, 5. Make: an appointment, breakfast, dinner, a mistake, Option 2: (For class with low-level students) - Give a set of words, ask students to put them in the right column. - Have students do the task in pairs. - Call students to give answers. - Check answers.
6.  Activity 2: Reading (18’). Option 1: - Demonstrate the activity - Have students read the messages and fill in the blanks using the correct form of verbs from New Words. (Remind students to use the Present Continuous). - Have students work in pairs to check answers with their partners. - Have some students share their answers with the class. - Give feedback. Answer key: 1. having 2. going 3. going 4. playing Option 2: (For class with better students) - Follow the same steps as option 1 - Give an extra activity: - Have students work in groups and make similar messages, using their own ideas to make the messages more interesting.
7. - Have students prepare the messages by writing them down on a paper (format: text messages in a phone); then have them use cell phone to send messages to another member in the group. (Encourage students to use some popular messing apps like facebook messenger or zalo) - Remind students to use the Present Continuous and the words / phrases in New Words. - Have students share their work with the whole class. (Teacher can have students capture the screen, then show them on the TV or projector screen to check as a whole class). - Check, give feedback and evaluation. Suggested messages III. Consolidation (3’) * Collocation: 1. Go: to school, to the movies, sailing, for a walk, 2. Play: ping-pong, tennis, chess, board games, 3. Have: a talk, a meeting, a headache, 4. Watch: a movie / a film, a football match, * Invitation: 1. Do you want to come? / Would you like to come? 2. Come to my house IV. Homework (2’) - Learn by heart the collocation. - Make sentences with collocation with “go”, have”, “watch”, “play” and “make”. - Do exercises in Workbook: Lesson 2.1 - New words – Part a and b (page 16). - Prepare: Lesson 2.2 – Grammar (page 26 – SB). ------------------------------------------------------------------------- Period 24 UNIT THREE: LESSON 2.2: A. Objectives:
8. 1. Knowledge. By the end of the lesson, students will be able to use the Present Continuous for future use. 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 “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: REARRANGING - Have students rearrange the words / phrases to make a meaningful sentence (format: ioe.vn) (Teacher can use about 4-6 sentences). - Call students to give answers. - Check, correct students’ answers if necessary. -Lead to the new lesson. Option 2: Fill in the blanks - Give a small exercise. Have students use the words given to fill in the blanks. - Have students read their answers - Check, ask students to focus on the tense used in these sentences. Answer keys 1. watching 2. making 3. playing 4. doing 5. having - Lead to the new lesson.  Presentation - Grammar: Present Continuous for future use (15’) a. Listen and repeat
9. - Have students look at the picture. - Play the audio (CD1 – Track 35), ask students to listen and read the speech bubbles. - Play the audio again and have students listen and repeat. *Grammar box: - Ask students to make comments on the black bold verb form in the examples. - Have students retell the form and usage of the Present Continuous tense. - Lead to the grammar table and explain the usage of the Present Continuous for future action. - Ask students to pay attention to the future time expressions. - Have some students read the sentences aloud. - Have students make more sentences, using the Present Continuous for future action. - Give feedback. Suggested answer: 1. I’m doing exercises tonight. 2. I’m having a cooking class this Saturday. III. Practice: b. Fill in the blanks, using the Present Continuous Option 1: - Use the example to demonstrate this activity - Have students use the Present Continuous to fill in the blanks, draw attention to the negative and question form - Have pairs check each other’s work - Have students share their answers with the class by writing down on the board.
10. - Check students’ answers, correct if necessary. Answer keys 2. are / doing 3. am making 4. Are / having 5. is going 6. are playing 7. Is / watching Option 2: - Use the example to demonstrate this activity. - Have students use the Present Continuous to fill in the blanks, draw attention to the negative and question form. - Have pairs check each other’s work. - Call students to give answers by answering multiple choice questions (format: game “Who is the millionaire?”). - Check students’ answers, correct if necessary. Answer key: 2. D 3. A c. Write full sentences, using the given words and the Present Continuous. - Demonstrate the activity, using the example. - Let students write full sentences, using the prompts. - Go round and give help if necessary. - Have students work in pairs to check each other’s work. - Call students to write answers on the board. - Check and correct students’ answers. Answer keys 2. I am having a barbecue today. 3. Emma and Jane are not watching a movie on Sunday. 4. We are making a pizza this weekend. 5. Is David playing badminton this evening? 6. Is Maria watching TV with her sister tonight? d. Write true sentences about yourself, then ask your partner
11. - Have students work in pairs to write true sentences about themselves and ask their partner. - Have some students demonstrate the activity in front of the class. - Give feedback and evaluation. V. Consolidation (2’): * Present Continuous for future action: Form: (-) S + am / is / are + V-ing (-) S + am / is / are + not + V-ing (?) Am / Is / Are + S + V-ing Future time expressions: this weekend, on the weekend, on Saturday, tomorrow, tonight, this week, IV. Homework (2’) - Make 2 sentences, using the Present Continuous for future use. - Do exercises in WB: Lesson 2.2 - Grammar – Part a, b, c (page 17). - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 27 – SB). ------------------------------------------------------------------------ ENGLISH 8 PERIOD 22 UNIT 3: PEOPLES OF VIET NAM Lesson 7: Looking back + Project A. Objectives 1. Knowledge: By the end of the lesson, students will be able to recycle the language from the previous sections and consolidate and apply what they have learnt in Unit 3 by doing various activities and exercises. - Vocabulary: Vocabulary related to “Peoples of Viet Nam”. - 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 serious attitude while working together. They know how to look back the knowledge they have learnt and master. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: I. Warm up: II. New lesson Vocabulary - communal house (n): đình làng - standard (n): tiêu chuẩn - cooperation(n): sự hợp tác - characteristic (n): nét đặc trưng, đặc điểm - diverse (adj): khác nhau - establish(v): thành lập Ex. 1: Let Ss repeat the words as a class to practise pronunciation.
12. - Next, Ss can complete this exercise individually. ( communal house: đình làng) Key: 1. cultural groups 2. communal, activities 3. Costumes, diverse 4. ethnic 5. unique Ex. 2: Ss do the task by themselves. Then let them read the sentences aloud. Key: 1. Cultural 2. peaceful 3. richness 4. diversity 5. traditional Grammar Ex. 3 : Let Ss read the passage aloud. Clarify any difficulties. Ss do the task individually. Key: 1. What are these houses built on? 2. Where is the entrance? 3. Which house is the largest, tallest and most elaborate building in the village? 4. What is it used for? 5. Who can sleep in this house? Ex. 4: Tell Ss to read the sentences carefully and try to find the error relating to articles in each sentence. Ss can work individually. ( a nomadic life: cuộc sống du cư) Key: 1. a -> the 2.a -> the 3.an -> the 4. the semi-nomadic life -> a semi-nomadic life 5. an -> the Ex. 5: Ss complete this task individually. T gives correction. Key : 1. An / 2. A / 3. the / 4. The/ 5. The/ 6. the Communication Game: Cultural Knowledge Challenge Ss work in pairs. Let them recall what they have learnt about the cultural groups of Viet Nam. Ss take turns to ask each other questions about the topic. The person asking can look at the book. The first person to get five correct answers is the winner. Finished! Ask Ss to complete the self-assessment. Discuss as a class what difficulties remain and what areas the Ss have mastered. Provide further practice on the weak areas of the class. PROJECT: Ethnic Fashion Show! - Ss work in groups. Give Ss about five minutes to discuss the question. - Ss work independently. Encourage them to use imagination and make their own costume designs (at home) with the materials available. Tell them to be creative. - In the next class, help Ss organise an exhibition of the costume designs they have made among the group or class members. Let them talk about their designs. III. Homework - Finish Test 1 in the workbook - Work out the Project NOTES: 54ethnic groups of Viet Nam 1. Bahnar 11.Coho 15.Ede 29. Lao 43. Romam 53.Sedang (Xedang) 2. Bo Y 12 Colao 16. Giarai 30. Lolo 44. Sanchay 3. Brau 13. Cotu 17. Giay 31. Lu 45. Sandiu 4. Bru-Van Kieu 18. Gie-Trieng 32.Ma 46. Si1a 5.Cham 14. Yao (Dao) 19. Hani 33. Mang 47. Taoi 54. Stieng (Xtieng) 6.Choro 20. Hoa 34. Mnong 48. Tay 25. Khmu 39. Pathen 7 Churu 21. Hmong 35. Muong 49. Thai 26. Lachi 40. Phula 8.Chut 22. Hre 36. Ngai 50. Tho 28. Lahu 42. Raglai 9.Co 23. Khang 37. Nung 51. Viet 10.Cong 24. Khmer 38.0du 52. Shinhmun (Xinhmun)
13. PERIOD 23 REVIEW 1 A. Objectives 1. Knowledge: By the end of the lesson, students will be able to revise what they have studied and practiced in Unit 1, 2, 3. Revise what Ss have studied. - Pronunciation: clusters “/sk/, /sp/, /st/, /br/,pr/,/bl / and /cl/” - Vocabulary relating to the topics in unit 1,2,3 - Grammar: Comparative forms of adjectives and adverbs of manner, verbs of liking, the article a, an, the. 2. Competence: Group work, individual work, pair work, linguistic competence, cooperative learning and communicative competence. 3. Behavior: Students have serious attitude while working together. They can recall and master the knowledge systematically. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: II. Presentation: Vocabulary: 1. Pronunciation: a. Listen and practice saying the sentences: T plays the recording and Ss repeat. Play the recording as many times as necessary. Pause and correct Ss' pronunciation. T plays the recording two or more times, if necessary. Help Ss recognise all the words town, peaceful, foreign,...... T may ask Ss to read the sentences as a class, or individually. Check pronunciation and intonation. b. Listen and mark the underline words as W (weak), S (strong) 1. Warm up: Finding friends: Organise these words and phrases into pairs of opposites peaceful # noisy hard # easy boring # exciting forget # remember traditional # modern country life # city life love # hate majority # minority 2. Look at part 4, put a verb in the correct form in each gap to complete the sentences. - Ask ss to repeat the form of the liking verbs Followed by gerund (Ving) only followed by both V-ing and to-Vinf Adore like Don’t mind love Enjoy hate Fancy prefer Detest avoid Ss do this exercises individually and then share their answers with a partner. Check Ss' answers. 1. like / enjoy, listening, visiting 2. forget 3. flying/ to fly 4. mind, to do / doing 5. playing/ to play
14. *Grammar: 1. Ss do this individually and then compare their answers with a partner. T calls some Ss to go to the board to write their answers. Other Ss comment. T corrects as a class. Key: 1. later 2. more 3. more fluently 4. better 5. more simply 6. faster 7. more carefully 2. Lucky lots: Fill in each blank with an article : a, a, or the to complete the passage. T gives the rules of the game, each student cast the lot and give the correct answer. Key: 1. a 2. an 3.the 4. The 5. the 6. a T calls a student to read the whole passage. * Everyday English: Match the sentences in A with those in B. Then practise with a friend. Ss do the task individually. Then they pracise in pairs. After checking their answers, ask one or two pairs to act out the dialogue. Key: 1.b 2. e 3.a 4. c 5.d III. Homework: - Do test yourself in your workbook - Get ready for Review part 2 PERIOD 24 REVIEW 1(con’t) A. Objectives 1. Knowledge: By the end of the lesson, students will be able to revise what they have studied and practiced in Unit 1, 2, 3. Revise what Ss have studied. - Pronunciation: clusters “/sk/, /sp/, /st/, /br/,pr/,/bl / and /cl/” - Vocabulary relating to the topics in unit 1,2,3 - Grammar: Comparative forms of adjectives and adverbs of manner, verbs of liking, the article a, an, the. 2. Competence: Group work, individual work, pair work, linguistic competence, cooperative learning and communicative competence. 3. Behavior: Students have serious attitude while working together. They can recall and master the knowledge systematically. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: II. Presentation: 1. Warm up: Speaking: Talk about what your family members like doing in their free time. T encourages them to talk as much as possible, using the verbs of liking they have learnt. Ex: My dad likes to V / Ving ............... My mom likes ................................ 2. Reading: * Vocabulary: - culpture (n): nghệ thuật điêu khắc - feature (n): nét đặc trưng - clay (n): đất sét - artifact (n): vật, vật dụng - immense (adj): mênh mông, rộng lớn, bao la = vast
15. - spiritual (adj): linh hồn, thiêng liêng - preserve (v): lưu giữ, gìn giữ, bảo tồn a. T/ F statements. - Ss read the letter once or twice. T clarifies anything they do not understand fully. - Ss do the task individually, then check with a partner. T corrects. Key: 1. T 2. T 3. F 4. T 5. F b. Write questions for the underlined phrases - Ss do the exercise in pairs. T corrects as a class. Key: 1. Which museum does Kim love to visit on Saturday afternoon? 2. How many ( clay and stone) objects are on display at the museum? 3. What can you learn in this museum / Da Nang museum? 3. Listening Listen to the passage and choose the correct answer. - T makes sure Ss understand the meaning of these sentences in Vietnamese. - T plays the recording once or twice. Ss listen and choose their answers. - Play the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary. Key: 1.B 2. A 3. A 4. C 5.B 4. Writing: Giving opinion - Before writing, have Ss brainstorm ideas about life in the countryside : advantages, disadvantages, what they like and dislike, etc... - Then explain the writing task. Also have them brainstorm words and phrases they may need for their writing. In my opinion/ I think life in the counrtyside has many good points. Firstly .............. People ( friendly/ honest...) Life ( peaceful/ simple/ slow...) Food ( cheap/ fresh...) - Traditional activities - Give Ss time to do the writing task. Then collect their papers to check out of class. III. Homework: + Finish test yourself + Get ready for the test