Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 20/10/24 21:01
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Nguồn: Sách Student's book, workbook i-learn Smart World 6
Mô tả: Date of preparing:...../..../ 2024 Period 19th UNIT 3: FRIENDS Lesson 1(1st ) : 15 – minute Test, New words, Listening (Page 22) Class Date of teaching Absent students 6A4 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 6A4 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 6A4 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