Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 20/10/22 18:10
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Nguồn: ENGLISH 6 - I LEARN SMART WORLD
Mô tả: Date of preparing:......................... Period 21st UNIT 3: FRIENDS LESSON 2(1st) : NEW WORDS AND READING (Page 25) 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: + Vocabulary: - Students can be able to know more vocabularies that can go with “go”, “play”, “have”, “watch” and “make”. - invite someone to do an activity.  Students will be able to use some verbs “go/play/have/watch/make” 2. Ability: - Students can improve the use of English and Reading skills. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities. - Students relax after hard working time at school. 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 some after school activities. c) Products: - Ss know more activities they are going to study in the lesson. d) Organization of implementation: Teacher's activities Students' activities - Give greetings - Check attendance  Option 1: Game: Acting - Invite 1 or 2 Ss 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 Ss give a big applause to the Ss 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 Ss 2 key words: “Play” and “Go” - Have Ss find out as many as possible words that can go after “play” and “go” - Have Ss give answers - Check the accuracy, spelling -> Lead to the new lesson - Greet T - Volunteer to be the actor - Read and act - Guess the activity - Listen - Work in groups - Write answers Suggested answers: Play: badminton, soccer, football, volleyball, basketball, video games, chess, … Go: shopping, fishing, dancing, hiking, … 2. Activities 2: Vocabulary (18 minutes) a) Objectives: : Ss know more vocabularies that can go with “go”, “play”, “have”, “watch” and “make” b) Content: - Filling in the table - Adding more words to the table 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. Fill in the table. Listen and repeat. - Demonstrate the activity, using the example in the book. - Have Ss fill in the table - Ask Ss to work in pairs to check their answers with their partners. - Check answers as a whole class. - Play the audio (CD1 – Track 34) for Ss to listen and repeat. - Call some Ss to read the phrases again, correct their pronunciation and stress. b. Add more words to the table  Option 1: - Have pairs add more words to the table - Call Ss to share answers with the class  Option 2: (For class with low-level students) - Give a set of words, ask Ss to put them in the right column. - Have Ss do the task in pairs - Call Ss to give answers - Check answers - Look and listen - Work in pairs - Listen and check - Listen and repeat - Read 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 - Work in pairs - Give answers (Say or write on the board) 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, … - Work in pairs - Give answers 3. Activities 3 : Reading (10 minutes) a) Objective: - Ss can develop their reading skills in different types of text b) Content: - Reading the messages and filling in the blanks c) Products: - Ss can complete the task successfully and enhance their reading skills. d) Organization of implementation: Teacher's activities Students' activities Read the messages and fill in the blanks with the words from New Words (Vocabulary) - Demonstrate the activity - Have Ss read the messages and fill in the blanks using the correct form of verbs from New Words. (Remind Ss to use the Present Continuous) - Have Ss work in pairs to check answers with their partners - Have some Ss share their answers with the class - Give feedback - Read and fill in the blanks - Check answers with partners - Write answers Answer keys 1. having 2. going 3. going 4. playing 4. Activities 4 : Writing (10 minutes) a) Objective: - Ss can develop their reading and writing skills in different types of text b) Content: - Write the message c) Products: - Ss can complete the task successfully and enhance their reading skills. d) Organization of implementation: Teacher's activities Students' activities (For class with better students) - Follow the same steps as option 1 - Give an extra activity: - Have Ss work in groups and make similar messages, using their own ideas to make the messages more interesting. - Have Ss 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 Ss to use some popular messing apps like facebook messenger or zalo) - Remind Ss to use the Present Continuous and the words / phrases in New Words. - Have Ss share their work with the whole class. (T can have Ss capture the screen, then show them on the TV or projector screen to check as a whole class) - Check, give feedback and evaluation - Work in groups - Write on a piece of paper - Send messages - Show answers Suggested messages * 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: + Learn by heart the collocation. + Make sentences with collocation with “go”, have”, “watch”, “play” and “make”. + Do exercises in Workbook: Lesson 2 - New words – Part a and b (page 16). + Prepare: Period 5 – Grammar (page 26 – SB). **************************************************************** Date of prpairing:…………… Period 22 UNIT 3: FRIENDS LESSON 2 (2nd ): GRAMMAR (Page 26) 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: + 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 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. Tổ duyệt Nguyễn Thị Mai Lâm