Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 23/10/21 19:18
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Nguồn: LESSON PLAN 6, EXERCISE BOOK, WORKBOOK
Mô tả: Date of preparing: ..................... Period 22 UNIT 3: FRIENDS LESSON 2 (2nd ): GRAMMAR (Page 26) Time: 45 minutes Class Date of teaching Absent students 6A1 6A2 6A4 6A5 I. THE AIMS OF THE LESSON 1. Knowledge. - By the end of the lesson, students will be able to: + Vocabulary: review the words + Grammar: the Present Continuous for future use. 2. Ability - Students can practice communication skills and writing skills. - Students form and develop competencies: self-study ability, creating ability, cooperation, interaction, reaction. 3. Quality - Students have positive attitude in English language learning so that they actively participate in all classroom activities. - Students can make a plan for their near future activities. - Students' qualities are helped to develop such as: their love for friends. II. TEACHING EQUIPMENT AND LEARNING MATERIALS - Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers… - Students prepare textbooks, notebooks, studying tools. III. TEACHING PROCESS. 1. Activity 1: Warm up: (5 minutes) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow. b) Content: Revision of Present Continuous c) Product: Ss have general ideas about Present Continuous for future plans d) Organization of implementation: Teacher’s Activities Students’ Activities * Fill in the blanks - Give a small exercise. Have Ss use the words given to fill in the blanks - Have Ss read their answers - Check, ask Ss to focus on the tense used in these sentences - Lead to the new lesson - Work in pairs, then share answers with the class Answer keys 1. watching 2. making 3. playing 4. doing 5. having 2. Activity 2: Presentation (10 minutes) a) Objective: Ss know how to use the Present Continuous for future plans. b) Content: - Listen and repeat - Grammar explanation c) Products: Ss can use the Present Continuous to talk about their plan for future activities. d) Organization of implementation: Teacher’s Activities Students’ Activities a. Listen and repeat/ page 26 - Have Ss look at the picture - Play the audio (CD1 – Track 35), ask Ss to listen and read the speech bubbles - Play the audio again and have Ss listen and repeat *Grammar box: - Ask Ss to make comments on the black bold verb form in the examples - Have Ss 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 Ss to pay attention to the future time expressions - Have some Ss read the sentences aloud - Have Ss make more sentences, using the Present Continuous for future action - Give feedback - Look - Listen and read - Listen and repeat - Comment - Retell - Listen and take notes - Read - Work in pairs to make sentences Suggested answers 1. I’m doing exercises tonight. 2. I’m having a cooking class this Saturday. 3. Activity 3: Practice (20 minutes) a) Objective: Ss can get used to using the Present Continuous for future activities b) Content: - Filling in the blanks, using the Present Continuous - Writing full sentences, using the given words and the Present Continuous. c) Products: Ss can apply the use the Present Continuous in communication. d) Organization of implementation: Teacher’s Activities Students’ Activities b. Fill in the blanks, using the Present Continuous  Option 1: - Use the example to demonstrate this activity - Have Ss 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 Ss share their answers with the class by writing down on the board. - Check Ss’ answers, correct if necessary  Option 2: - Use the example to demonstrate this activity - Have Ss 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 Ss to give answers by answering multiple choice questions (format: game “Who is the millionaire?”) - Check Ss’ answers, correct if necessary c. Write full sentences, using the given words and the Present Continuous. - Demonstrate the activity, using the example - Let Ss write full sentences, using the prompts - Go round and give help if necessary - Have Ss work in pairs to check each other’s work - Call Ss to write answers on the board - Check and correct Ss’ answers - Look and listen - Work in pairs - Write answers Answer keys 2. are / doing 3. am making 4. Are / having 5. is going 6. are playing 7. Is / watching - Look and listen - Work in pairs - Give answers Answer keys 2. D 3. A … - Look and listen - Do the task - Work in pairs - Write 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? 4. Activity 4: Part d (8 minutes) a) Objective: Ss can get used to using the Present Continuous for future activities b) Content: - Writing true sentences about yourself and ask your partner, using the Present Continuous. c) Products: Ss can apply the use the Present Continuous in communication. d) Organization of implementation: Teacher’s Activities Students’ Activities d. Write true sentences about yourself, then ask your partner - Have Ss work in pairs to write true sentences about themselves and ask their partner. - Have some Ss demonstrate the activity in front of the class - Give feedback and evaluation - Work in pairs - Ask and answer * Homework (2 minutes) - Teacher guides and asks students how to learn the lesson at home, do exercises, and get ready for the next lesson. - Students: + Make 2 sentences, using the Present Continuous for future use. + Do exercises in WB: Lesson 2 - Grammar – Part a, b, c (page 17). + Prepare: Lesson 2 – Pronunciation and Speaking (page 27 – SB). Date of preparing:....................................................................................... Period 23 UNIT 3: FRIENDS LESSON 2 ( 3rd): PRONUNCIATION, PRACTICE, SPEAKING (Page 27) Time: 45 minutes Class Date of teaching Absent students Class Date of teaching Absent students 6A1 6A2 6A4 6A5 I. THE AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: + Identify the sound changes in speaking and listening. + Practice the conversation. 2. Ability: - Students can practice speaking the conversation and identify the sound changes in speaking. - Students form and develop competencies: the ability to use the expression in real conversation. 3. Quality: - Students have good attitude in learning English. - Students' qualities are helped to develop such as: speaking, listening. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. -Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers, class CDs, flashcards, TV.. - Students prepare textbooks, notebooks, studying tools, … ready for the lesson. III. TEACHING PROCESS. 1. Activities 1: Warm up: (6 minutes) a) Objective: - Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow. b) Content: Introduction of some weekend activities. c) Products: Ss know more interesting weekend activities and have plans for them. d) Organization of implementation: Teacher's activities Students' activities - Give greetings - Check attendance  Option 1: Weekend activities - Have Ss close all books - Show pictures on the screen (or use handouts) - Have Ss look at the pictures and give the name of the activity in the picture - Have Ss give answers, call other Ss to give other answers if the first one is incorrect  Lead to the new lesson  Option 2: - Have Ss close all books - Have Ss work in groups and list things they can do on the weekend (in 1 minute) - Have Ss write answers on the board - The group which has most correct answers will be the winner - Have class give a round applause to the winner  Lead to the new lesson. - Greet T - Close books - Look, name the activities - Give answers Answers keys - Close books - List activities Ss often do on the weekend - Write answers - Check answers with the teacher. 2. Activities 2: Pronunciation. (10 minutes) a) Objective: Ss know how to use sound changes in the question: “What are you doing?” b) Content: - Recognizing the sound changes in the question: “What are you doing?” - Listening and focusing pronunciation feature, find and correct mistakes. - Practicing the pronunciation as directed. c) Products: Students know how to identify the sound changes in speaking and listening. d) Organization of implementation: Teacher’s activities Students’ activities a + b. Listen. Notice the sound changes of the underlined words - Play the recording (CD1, track 36) - Ask Ss to listen and pay attention to the sound changes - Call Ss to make their comments on the sound changes of the questions: “What are you doing?” - Give feedback, explain the pronunciation feature: “What are you doing …?” often sounds like /wɒdəjədu:ɪŋ/ - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature c + d. Listen and cross out the one with the wrong sound changes, then read the sentences with the correct sound changes to a partner. - Play the recording, have Ss listen and cross out the option that doesn’t use the correct sound changes - Call Ss to give answers - Play the recording again and check answers as a whole class - Then have Ss practice saying the sentences with a partner, using the correct sound changes, then encourage Ss to use their own sentences - Call some Ss to read their sentences in front of the class - Check and correct Ss’ pronunciation - Listen - Comment - Listen - Listen again and repeat - Listen and cross out - Give answers - Listen again and check - Work in pairs - Present 3. Activities 3: Practice (16 minutes) a) Objective: Ss can ask and answer questions about activities on the weekend. b) Content: Practicing a conversation by using pictures on the right as a cue c) Products: Ss can use the language provided successfully in their communication. d) Organization of implementation: Teacher’s activities Students’ activities a. Practice the conversation. Swap the roles and repeat. (controlled practice) Option 1: - Demonstrate the activity by practicing role-play with a student - Emphasize the structures to give suggestions Do you want to come? What about / How about Tuesday? Would you like to come? - 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 - Check Ss’ pronunciation Option 2: (for class with better students) - Follow the same steps as option 1 - Then give Ss 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 Ss 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 Ss’ work and give help if necessary - Call some pairs to demonstrate the activity in front of the class - - Give feedback and evaluation. - Listen - Work in pairs - Act out the conversation - Listen to the instruction and work in pairs - Act out the conversation - Listen - Work in pairs - Present 4. Activities 4: Speaking (10 minutes) a) Objective: Ss can invite friend out and discuss things to do together. b) Content: Asking and answering questions about activities. c) Products: Ss can apply the target language learnt in the lesson to produce the language successfully. d) Organization of implementation: Teacher’s activities Students’ activities a. You want to invite your friend out. Student A use the information on page 27, choose an activity from his calendar and ask his partner to join. Student B goes to page 125, file 12. Then, swap the roles and repeat - Demonstrate the activity by practicing role-play with a student - Remind Ss to use the Present Continuous tense and some structures of making suggestions - Have student A look at the schedule on the bottom of the page and student B turn to page 125, file 12. - Have Ss do the role-play for Week 1 - Have Ss find out which days they’re both free and choose an activity to do together - Have some pairs demonstrate their role-play in front of the class. b. Complete your calendar for Week 2 with activities. Continue the conversation. Talk about what you and your partner are doing together. - Have Ss fill in the blanks for Week 2, using their own ideas and continue the conversation - Ask Ss to demonstrate the role-play on front of the class - - Give feedback and evaluation - 1 S practices role-play with the teacher - Listen - Work in pairs - Role play - Work in pairs * Homework (3minutes) - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. - Students: Write a conversation to invite your friend to your birthday party. Date of preparing:................................ Period: 24 UNIT 3: FRIENDS LESSON 3 ( 1st ): NEW WORDS, LISTENING, USEFUL LANGUAGE ( Page 28) Time: 45 minutes Class Date of teaching Absent students 6A1 6A2 6A4 6A5 I. THE AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: + describe someone’s character. + Ask and answer about someone’s character. 2. Ability: - Students can describe someone’s character and Ask and answer about someone’s character. - Students form and develop competencies: the ability to use the adjectives to describe someone’s character and write an email about your best friend. 3. Quality: - Students have good attitude in learning English. - Students' qualities are helped to develop such as: speaking, listening, using the language. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. -Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers, class CDs, flashcards, TV.. - Students prepare textbooks, notebooks, studying tools, … ready for the lesson. III. TEACHING PROCESS. 1. Activities 1: Warm up: (6 minutes) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow. b) Content: Introduction of some adjectives to describe someone’s character: helpful, selfish, kind, lazy, friendly c) Product: Ss get to know how describing adjectives. d) Organization of implementation: Teacher’s Activities Students’ Activities - Give greetings - Check attendance  Option 1: - Introduce some words about characteristics, using characters from Doraemon comic - Have Ss look at the characters, guess their characteristics - Have Ss give answers, give feedback  Lead to the new lesson. In the Doraemon comic, Dekisugi is very friendly and helpful. Doraemon is kind. Suneo is selfish and Nobita is lazy.  Option 2: Chatting - Have Ss share a little bit about a character in a book or a film they like (Name of the character - Name of the book or film - Why do you like him / her?) - Give feedback and evaluation  Lead to the new lesson: adjectives to describe someone’s characteristics - Greet T - Look and guess the meaning of the new words Suggested answers Helpful: help other people Friendly: kind and willing to make friends Selfish: just care about one’s own pleasure Kind: be good to others Lazy: doesn’t like working - Share in front of the class - Listen 2. Activities 2: New Words (14 minutes) a) Objective: Ss know more vocabularies to describe someone’s personalities b) Content: - Reading a passage containing new words - Matching the new words with their definitions c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of implementation: Teacher’s Activities Students’ Activities a. Alice wrote about her best friend for homework. Does she like everything about Simon? - Have Ss look and the question and read the essay, answer the question - Ask Ss to work in pairs to check their answers with their partners - Call Ss to give answer and explain for their answer - Check answers as a whole class b. Match the underlined words with their descriptions. Listen and repeat. Option 1: - Have Ss read the descriptions and write the words on the lines - Have Ss check their answers with their partners (in pairs) - Have Ss give answers, explain - Check their answers as a whole class - Play audio (CD 1 – Track38). Have Ss listen and repeat - Call some Ss to read the words again, correct their pronunciation and stress Option 2: (for class with low-level students) - Have Ss read 5 sentences first, help them with difficult and strange words - Then have Ss read the descriptions and write the words on the lines. Guide Ss to find key words to help them find answers quickly and correctly - Call Ss to give answers, explain for their answers - Play the audio (CD1 – Track 38) for Ss to listen and repeat - Call some Ss to read the words / phrases aloud, correct their pronunciation and stress *Vocabulary checking: c. Do the words have a good (G) or bad (B) meaning? Write the correct letter on the line. - Demonstrate the activity - Have Ss write either (G) or (B) on the lines - Have Ss work in pairs to check their answers with their partners - Check answers as a whole class - Look and read - Work in pairs - Give answer, explain Suggested answers No, she doesn’t. Because she writes: “One bad thing about Simon is he can be lazy” - Read - Work in pairs - Give answers - Listen and repeat. - Read Answer keys 2. helpful 3. funny 4. kind 5. selfish 6. lazy - Read - Work in pairs - Give answers - Listen and repeat. - Read Answer keys 2. helpful (keyword: help) 3. funny (keyword: make people laugh) 4. kind (keywords: think about other people, nice) 5. selfish (keyword: doesn’t like sharing) 6. lazy (keyword: doesn’t like doing / working) Answer keys 1. lazy 2. helpful 3. funny 4. kind 5. selfish - Work individually - Work in pairs - Listen and correct Answer keys 2. helpful: G 3. funny: G 4. kind: G 5. selfish: B 6. lazy: B 3. Activity 3: Listening (10minutes) a) Objective: Ss can develop their listening comprehension skills. b) Content: Listening to a student talking about a book and checking if he likes the book. c) Products: Ss can listen for main ideas and for details. d) Organization of implementation: Teacher’s Activities Students’ Activities a. Listen to a student talking about a book. Does he like the book? - Have Ss look at the request of the task - Play audio (CD1 – Track 39) - Have Ss listen and answer the question by circling Yes / No - Check answers as a whole class b. Listen and draw lines - Have Ss read the characters and adjectives in the task - Demonstrate the activity - Play audio (CD1 – Track 39) - Have Ss listen and draw lines - Call Ss to read their answers - Check answers as a whole class - Read - Listen and give answer Answer keys Yes. - Read - Listen and draw lines - Read answers Answer keys 1. Grandpa: funny 2. Verucca: selfish 3. Mike: lazy 4. Charlie: friendly and kind 4. Activity 4: Useful language (12 minutes) a) Objective: Ss can use some useful languages in their speaking. b) Content: Structures to ask and answer about favorite books. c) Products: Ss can use the structures successfully in communication. d) Organization of implementation: Teacher’s Activities Students’ Activities Listen then practice Option 1: - Have Ss look at the Useful Language box - Explain more about the structures used to ask about characteristics: What is he / she like? How is / she? - Play audio (CD1 – Track 40) - Have Ss practice the useful language - Have Ss practice the conversation, using other vocabularies from “New words”, and their own ideas - Call some pairs to present, give feedback and evaluation Option 2: - Follow the same steps as option 1 - Give Ss some more adjectives to describe someone’s character: modest, brave, serious, patient, generous, mean … - Explain about the meaning of these new words - Have Ss work in groups, ask and answer about their friends’ personalities in group, use at least 2 adjectives for a person. - Call some pairs to present, have other Ss guess “Who is the student being talked about?” - Give feedback and evaluation - Look - Listen and take notes - Listen - Practice in pairs - Listen and take notes - Work in groups - Present Illustration Group 1: There are 5 people in my group. The first member is friendly, he is nice to everyone. The second member is very generous, she often gives candies to friends in our class …. The rest of the class: Is the first member Minh? The second one is Mai, right? Example: Minh: Hoa is funny and kind girl. Hoa: Lan is kind and funny. Lan: Huong is the kind and reserved girl. Huong: Minh is helpful boy. * Homework (3 minutes) - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. - Students: Write a short paragraph about your family member’ personality. Tổ duyệt Nguyễn Thị Mai Lâm