Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 13/10/22 22:27
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Nguồn: ENGLISH 6 - I LEARN SMART WORLD
Mô tả: Date of preparing:...../..../ 2022 Period 19th UNIT 3: FRIENDS Lesson 1(1st ) : 15 – minute Test, New words, Listening (Page 22) Class Date of teaching Absent students 6A1 6A2 6A4 6A5 I. THE AIMS OF THE LESSON. 1. Knowledge. - 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. Ability - Improve Listening and Speaking skills. 3. Quality - Have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Friends” conducted by the teacher. - Love their school, love their friends. II. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers... III. TEACHING PROCESS. 1. Activity 1: Test 15 minutes : a) Objective: - Help students review the knowledge they’ve learnt in the previous period, and help them to be excited before coming to the new lesson. b) Content: - Teacher checks students’ understanding on the paper. c) Products: Students do the test. d) Organization of implementation: Make sentences from the words in brackets. Use like –ing . 1. Paul lives in Berlin now. It's nice. He likes it. (he/like/live/there) ................................................. 2. Jane is a biology teacher. She likes her job. (she/like/ teach/ biology) She ...................... 3. Joe always carries his camera with him and takes a lot of photographs. (he/like/ take/photographs) ......................... 4. I used to work in a supermarket. I didn't like it much. (i/ not / like / work / there) ...................... 5. Rachel is studying medicine. She likes it . (she/like/study/ medicine) .......................... 6. Dan is famous, but he doesn't like it. (he/not / like/ be/ famous) ......................... 7. Jenifer is a very cautions person. She doesn't take many risks. (she / not / like / take / risks) ................... 8. I don't like surprises. (I/like know/things/in advance) ..................... 2. Activity 2: New words (10 minutes)) a) Objective: Ss know more words about personal appearance. b) Content: - Vocabulary study - Speaking c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: Teacher’s Activities Students’ Activities a. Write the words in the table. Listen and repeat.  Option 1: - Demonstrate the activity, using the example - Have Ss 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 Ss listen and repeat - Correct Ss’ pronunciation  Option 2: - Ask Ss to work in pairs to write the words in the correct columns of the table - Play the audio for Ss to check their answers, let Ss repeat after listening to each word - Call some Ss to read the words aloud, check pronunciation if necessary b. Describe yourself using the new words  Option 1: - Have Ss use the new words to describe themselves. - Give some suggested structures to help Ss describe themselves more easily I have + adj + noun (I have long hair) My +noun is/are + adj (My hair is long) - Encourage Ss to be creative, add more adjectives to make their dialogue more interesting - Have some Ss share their ideas with the class - Make comments on Ss’ presentation, give evaluation (marks) if necessary  Option 2: - Give some suggested structures to help Ss describe themselves more easily I have + adj + noun (I have long hair) My +noun is/are + adj (My hair is long) - Have Ss use the new words to describe themselves. (Have Ss write on their notebooks) - Encourage Ss to be creative, add more adjectives, noun to make their dialogue more interesting. - Have some Ss share their ideas with the class - Collect some Ss’ notebooks (randomly) - Have 1S 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 - Look and listen - Work individually - Work in pairs - Listen and repeat Answer keys Body: tall, slim, short Hair: red, blond, long, brown, short Eyes: blue, brown, glasses - Work in pairs - Listen and check - Pronounce the words - Work in pairs - Present - Listen and take notes - Work individually - Present - 1 S reads and the rest of the class guess which student in the class is being described 3. Activity 3: Listening (10 minutes) a) Objective: Ss can make questions or answer the questions to develop a conversation, and they can aslo finish the listening task in the textbook. b) Content: Listening to a girl trying to find her friend at a summer camp. c) Products: Ss can see how the language learnt to be used in real context and listen for specific information. d) Organization of the activity: Teacher’s Activities Students’ Activities a. Listen to a girl trying to find her friend at a summer camp. Tick  the person she is looking for. - Have Ss look at the pictures - Play the audio once (CD 1 – Track 30) - Have Ss listen and tick the correct box - Play the audio again. Check answers as a whole class b. Now, listen and circle “True” or “False” - Have Ss read the sentences and guess whether they are True or False - Play the audio. Have Ss listen and choose “True” or “False” - Check answers as a whole class - Look at the pictures - Listen and tick the correct box - Check answers Answer key: A - Look and read - Listen and choose “True” or “False” - Check answers Answer keys 1. True 2. False 3. False 4. True 4. Activity 4: Conversation skill (8 minutes) a) Objective: Ss can make questions or answer the questions to develop a conversation b) Content: Ending a friendly conversation. c) Products: Ss can see how the language learnt to be used in real context d) Organization of the activity: Teacher’s Activities Students’ Activities 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 Ss listen and repeat - Have some Ss 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 … -Ask Ss to use these sentences / phrases to make up a simple conversation about school or friends and then end it friendly -Have Ss present - Give feedback and evaluation - Listen and read - Listen and repeat - Practice - Listen and take notes - Prepare, then act out the dialogue * Homework (2 minutes) - 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 – Grammar (page 23 – SB). ..................................................................................................................................... Date of preparing: .......................... Period 20th UNIT 3: FRIENDS Lesson 1 (2nd) : Grammar (Page 23) Class Date of teaching Absent students 6A2 6A4 6A5 I. THE AIMS OF THE LESSON. By the end of the lesson, Ss will be able to… 1. Knowledge - Use the Present Simple and the Present Continuous. - Ask and answer about personal appearance. 2. Ability - Improve speaking skills, listening skill, writing skills. - Improve the use of English. 3. Quality - Have positive attitude in English language learning so that they actively participate in all classroom activities. - Love their school and friends. II. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers... 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: Rearranging letters to make a meaningful word/ Review the -ing form. c) Product: Ss review the vocabularies of the previous lesson d) Organization of the activity: Teacher’s Activities Students’ Activities - Give greetings - Check attendance  Option 1: Game “JUMBLE WORD” - Have Ss rearrange letters to make a meaningful word - Call Ss to give answers - Check Ss’ answers, give feedback and lead to the new lesson 1. obnw 2. olng 3. thors 4. misl 5. reaw  Option 2: -ing form of verb - Have Ss review the spelling of the -ing form of verb by giving some verbs and ask Ss to ad -ing. Examples: 1. wear 2. stay 3. study 4. put 5. make 6. have 7. go 8. miss - Have Ss write answers on the board - Tell Ss about another grammar point that contains -ing form they are going to study in the new lesson => Lead to the new lesson - Greet T - Take part in the game - Give answers (write on the board) Answers keys 1. brown 2. long 3. short 4. slims 5. wear - Work in pairs Answers keys 1. wearing 2. staying 3. studying 4. putting 5. making 6. having 7. going 8. missing - Write answers - Listen Activity 2: Part a. (12 minutes) a) Objective: Ss know how to use the Present and Present Continuous tense. b) Content: - The usage of Present (verb: be) and Present Continuous tense c) Products: Ss can use the Present and Present Continuous tense in everyday communication. d) Organization of the activity: Teacher’s Activities Students’ Activities a. Listen and repeat - Have Ss look at the picture - Play audio (CD1 – Track 32) and have Ss listen and read the speech bubbles - Play audio again and have Ss listen and repeat Grammar box  Option 1: - Have Ss look at the grammar explanation - Have Ss look at the box with the different forms - Have some Ss read the sentences aloud - 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 - Look - Listen, then read - Listen and repeat - Look and read - Read - Listen and take notes - Work in pairs 3. Activity 3: Part b (8 minutes) a) Objective: Ss know how to use the Present and Present Continuous tense. b) Content: - The usage of Present (verb: be) and Present Continuous tense - Circle the correct words c) Products: Ss can use the Present and Present Continuous tense in everyday communication. d) Organization of the activity: Teacher’s Activities Students’ Activities Circle the correct words. - Demonstrate the activity, using the example - Have Ss circle the correct words - Have Ss work in pairs to check each other’s work - Have some Ss share their answers with the whole class - Give feedback, correct Ss’ answers if necessary - Work in pairs - Give answers Answer keys 2.is 3. are 4. am 5. are 6. Are 4. Activity 4: Part c,d (18 minutes) a) Objective: Ss can make questions or answer the questions to develop a conversation. b) Content: Writing answers, practicing the conversation c) Products: Ss can use present continuous and “Yes” / “No” questions in everyday communication. d) Organization of the activity: Teacher’s Activities Students’ Activities c. Look at the photo and write Simon’s answers - Demonstrate the activity, using the photo. - Have Ss write Simon’s answers - Have Ss work in pairs to check each other’s work - Have some Ss share their answers with the whole class (Write on the board) - Check, correct Ss’ answers d. Practice the conversation with partner  Option 1: - Have Ss do the task in pairs - Call Ss to demonstrate the activity in front of the class - Give feedback and correct Ss’ pronunciation if necessary  Option 2: - Have Ss do the task in pairs. - Call Ss to demonstrate the activity in front of the class - Give feedback and correct Ss’ pronunciation if necessary - Give more pictures, have Ss practice, encourage them to be creative Example: - Call Ss give answers - Give feedback and evaluation - Look and listen - Work individually - Work in pairs - Write answers Answer keys 2. No, he isn’t 3. Wearing a blue T-shirt 4. Black pants - Work in pairs - Present - Work in pairs - Read the answers aloud Suggested dialogue A: Do you know my friend? B: Is she wearing a hat? A: Yes, she is A: Is she carrying a doll? B: No, she isn’t A: Is she wearing shorts? B: No, she isn’t A: What else is she wearing? B: She is wearing a red skirt and a blue sweater - Work in pairs - Present * Homework (2 minutes) - 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 – Pronunciation and Speaking (page 24 – SB). Date of preparing: ......................... Period 21st UNIT 3: FRIENDS LESSON 1(3rd ): PRONUNCIATION, PRACTICE AND SPEAKING (Page 24) Time: 45 minutes Class Date of teaching Absent students 6A2 6A4 6A5 I. THE AIMS OF THE LESSON. 1. Knowledge: By the end of the lesson, students will be able to: - pronoun the sound /bl/. - ask and answer about what people look like. - describe friends in class.  Students will be able to know how to pronoun the sound /bl/, make a short conversation and discribe about the appearance of someone. 2. Ability - Students can prctice speaking skill. -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 love their school and 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: Introduction of the cluster: /bl/. c) Product: Ss know some words containing sound /bl/. d) Organization of implementation: Teacher's activities Students' activities - Give greetings - Check attendance  Option 1: - Show a picture and ask Ss to describe the picture - Show teacher’s sentence: The black dog is blowing a blue whistle. - Have Ss read this sentence - Introduce the word black, blow, blue which contains the sound Ss are going to study today  Lead to the new lesson.  Option 2: SONG: The /bl/ sound - Let Ss listen to the song “The /bl/ sound”. Ss can sing together while the song is being played. (T doesn’t need to play all song, 1m20s is ok) - Have Ss listen to the song and try to remember the words with the sound /bl/ (same as “Kim’s Game) - Have Ss give answers - Link from youtube: https://www.youtube.com/watch?v=gr5sorDoH2s Or: https://www.youtube.com/watch?v=li52N4KKzro - Give feedback -> Lead to the new lesson - Greet T - Look and describe Expected answers 1. The dog is black 2. The whistle is blue … - Look and read - Listen - Listen and remember - Write answers on the board / or read answers - Listen 2. Activities 2: Pronunciation (10minutes) a) Objective: Ss know how to pronounce /bl/ sound. b) Content: - Listening, repeating, practicing the sound. c) Products: Ss can pronounce the correct sound /bl/ when speaking. d) Organization of implementation: Teacher's activities Students' activities a, b, c, d: Listen to the words and focus on the underlined letters, then repeat - Play the recording (CD1, track 33) - Ask Ss to listen and pay attention to the /bl/ sound - Play the audio again. Have Ss listen and repeat with a focus on the sound. - Have Ss practice saying the examples using the sound correctly. - Call some Ss to read in front of the class. - Check Ss’ pronunciation if necessary - Listen - Work individually - Read 3. Activities 3: Practice (12 minutes) a) Objective: Ss can ask and answer about what people look like. b) Content: Asking and answering by using the pictures c) Products: Ss can apply the target language learnt naturally in communication. d) Organization of implementation: Teacher's activities Students' activities Ask and answer  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 Ss 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  Option 2: (for class with better students) - Follow the same steps as option 1 - Provide more questions / structures for Ss 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 - Listen, take notes - Listen - Work in pairs - Present 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? - Listen and take notes - Present - Present 4. Activities 4: Speaking (15 minutes) a) Objective: Ss can describe people. b) Content: Asking and answering questions about looking for friends at a party. c) Products: Ss use the language provided confidently, fluently and naturally. d) Organization of implementation: Teacher's activities Students' activities 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 Ss work in pairs. Student A use information in File 1 (p.120) and Student B use information in File 8 (p.123) - Have Ss role-play the conversation, swap roles and repeat - Observe, give help if necessary b. Take turns to describe friends in your class for your partner to guess. - Have Ss take turns to describe and guessing their friends in class - Have some Ss demonstrate the activity in front of the class - Give feedback and evaluation - Observe and listen - Work in pairs - Present 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. - Work in pairs - Present * 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: +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 – New Words and Reading (page 25 – SB). Tổ duyệt Nguyễn Thị Mai Lâm