Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 2/26/22 11:07 AM
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Nguồn: LESSON PLAN 6, EXERCISE BOOK, WORKBOOK
Mô tả: Week: 24 Date of teaching:..... Period: 70 UNIT 8: THE WORLD AROUND US Lesson 1 (p. 62) I. Objectives: By the end of this lesson, students will be able to: a. Language knowledge and skills  Vocabulary: gain vocabulary items about outdoor activities (rafting, canyon, cave, hiking, kayaking, campsite)  Structure: use the present simple tense  talk about kinds of outdoor activities  ask and answer about their plans for a trip b. Core competencies and personal qualities  Raise motivations and interests in learning English as a foreign language  Develop communicative and team-working skills through learning activities  Illustrate problem-solving and critical-thinking skills through learning activities  Establish responsive and independent characteristics to be a long-life learner  Establish awareness of fit keeping with sports II. Teaching aids: - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student’s book, notebook, workbook. III. Procedures: Time Steps/Activities Organization 5’ Warm-up Option 1: Answer the question. - T asks Ss a question. “ What are your favorite outdoor activities? “ - T uses their answers to lead in the theme of the lesson. Option 2: brainstorming - Teacher lets students watch some short clips, then ask them about the activities they do. - Ask students some questions after watching. Question: - What are they doing? - Have you ever joined in activities like that? - Do you like………………..? - Teacher and students discuss together. • Teacher – whole class 25’ New lesson - Teacher shows pictures of kind of traveling and asks if they do any of them. - Ask students if they have ever been to any of them, or what place they want to come to. A-Teach new words. (10’) - Use real things and pictures to introduce new words: New words: 1. rafting (n) 2. canyon (n) 3. cave (n) 4. hiking (n) 5. kayaking(n) 6. campsite(n) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary. Activity 1. (Checking new word) - Teacher lets students look at the pictures, and fill in the blanks with words given. (exercise a/p. 62) - Listen again to check the answers. Answer: 1. rafting 2. hiking 3. canyon 4. cave 5. campsite 6. kayaking Activity 2: Game: Guessing - Two students from each group will join the game. - The first student will use gestures to describe the outdoor activities and the other one will guess the names. - The winner is the group that has more correct names. Activity 3 (optional): Speaking - Teacher makes example sentences with new words. - Ask students to work in pairs, talk about their outdoor activities they want to do, using new words.(exercise b/p. 62) - Some pairs present in front of the class. - Teacher checks and corrects. Example. - I want to go rafting. - Yes, me too. B-Listening. (10’) - Teacher shows the picture of the task and give them the situation “ Three people are talking about where to go on vacation. Now listen and tick the place they decide to go” - Teacher asks Ss some questions about it. (exercise a/p. 62) Suggested Q&A: - How many places do they want to go? There are two. - What are they? They are “Black Hawk Cave” and “Blue River Canyon”. - Teacher has students works in pairs, read the sentences, guess the answers (exercise b/p. 62) - Listen and check their guessing (listen the 1st time) - Listen again to check their answers. - Teacher checks and corrects. Answer: Blue River Canyon Black Hawh cave Blue River Canyon • Activity: rock climbing, hiking • Travel time: 4 hours by bus • Places to stay: hotel • Activity: kayaking • Travel time: 2 hours by train • Places to stay: campsite - Teacher shows the dialogue, students listen and repeat. • Teacher – whole class/ individuals/ pairwork • Teacher/ Whole class/ groupwork • Teacher – whole class/ pairs • Teacher – whole class/ individuals • Teacher – whole class/ pairs 5’ Wrap-up Option 1: substitution - Teacher gives out the open conversation to groups, students practice filling in the gaps, using suggested words. - Have students role playing the dialogue. - Some pairs present in front of the class. (close pairs, open pairs) Option 2: Speaking. - Teacher asks some students to talk about theirplans for the next summer vacation. (hand-out, an open dialogue, students answer by themselves). - Students work in pairs, ask and answer as modeling. - Some pairs present in front of the class. Example: A. Summer holidays start next week. Let’s go on a trip somewhere. B. Where should we go? C. We should go to Ha Long Bay. B. Sorry, did you say....? C.……………………………………… Homework Write your plan activities during Tet holiday. • Teacher – whole class/ pairs • Teacher – whole class/ pairs Week: 24 Date of teaching:................. Period: 71 UNIT 8: THE WORLD AROUND US Lesson 1 (p. 63) I. Objectives: By the end of this lesson, students will be able to use the modals “should” to give advice and “can” for possibilities. II. Teaching aids: - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student’s book, notebook, workbook. III. Language focus: - Vocabulary: - Structure: modals : should & can IV. Procedures: Time Steps/Activities Organization 5’ Warm-up Option 1: Song: Auld Lang Syne - Play the music, the whole class sings and dances together to power class before starting the lesson. Option 2: Speaking. - Some students share their plan for Tet holiday to class. - Other students follow and make questions if they want. Option 2: matching - Teacher shows some activities on vacation and things to bring, students look and match with the suitable ones. - Teacher asks some about things they shouldn’t bring and the reasons why. - Teacher gives feedback, then leads to new lesson. • Teacher – whole class • Whole class 25’ New lesson A-Grammar. (10’) Activity 1: Listen & repeat (a/p. 63) - Teacher introduces the couple and the scene of the dialogue, have students listen and repeat. - Teacher shows example sentences and elicits the way to use modals “should” and “can”. Notes: “should” is used to ask for and to give advice. “can” is used to talk about possibilities. “can’t” is used to talk about things that are very unsafe to do. Examples: - We should go to the post office. - Should we bring bottled water? – Yes, we should. - Can we swim in this river? - No, you can’t swim here. It’s dangerous. - Ask students to give example to make sure they catch the point. Activity 2: Circle the correct modals. (b/p. 63) - Have students practice in pairs, read the sentences and circle the correct modal. - Some pairs show the answers on the board. - Teacher checks and gives marks. Answer: 1. Can’t 2. should 3. can 4. shouldn’t 5. can’t 6. shouldn’t Activity 3: Complete the dialogue. (c/p. 63) - Teacher shows the suggested words and explains the way to do the task. - Have students practice in pairs, read and complete the answers in full sentences. - Pairs cross check the answer before showing it on the board. - The answers are shown through a game. Suggested answer: 1. We should go to 2. What can we do there? 3. No, we can’t 4. Yes, you should 5. No, we shouldn’t - Teacher checks and corrects the answers. • Teacher – whole class/ individuals/ pairwork • Teacher/ Whole class/ group work • Teacher – whole class/ pairs • Teacher – whole class/ individual 5’ Wrap-up Option 1: Making the same conversation - Teacher has students play role of Sam and Max, create the same conversation. - Students practice the conversation in pairs, students can make some changes if they want. - Some pairs present in front of the class. - Teacher checks and corrects. Option 2: Playing game (review game p. 117 / SB) - Teacher shows the games and elicits how to play it. - Students take part in the game in teams. - Teacher follows checks and gives feedback. • Teacher – whole class/ individuals • Teacher –Students in groups Homework Make your own conversation. Week:24 Date of teaching.................... Period: 72 UNIT 8: THE WORLD AROUND US Lesson 1 – pronunciation (p. 64) I. Objectives: By the end of this lesson, students will be able to notice the sound /ð/ in words. II. Teaching aids: - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV. - Students’ aids: Student’s book, notebook, workbook. III. Languages focus: - Vocabulary: - Structure : pronunciation : stress the first syllable for most gerunds. IV. Procedures: Time Steps/Activities Organization 5’ Warm-up Option 1: Game Matching - Teacher divides class into two teams A & B. - Teacher gives teams flashcards which includes the questions and the answers. - One student in team A give a question, one in team B has to find the equivalent answer. - Which team has more correct answers wins the game. Option 2: Matching - Teacher divides the class into two teams A & B. - One team has pictures of activities on vacation; the other team has things to bring along. - One student in team A gives an activity, one in team B speaks the things they need to bring. - Which team has correct answers can give order to the other one. - Which team has more correct answers to win the game. • Teacher – whole class 25’ New lesson A-Pronunciation. (10’) Activity 1: - Teacher shows an example sentence on the board, have students listen, repeat and notice the stress syllable. (a/p. 64) Remember: for most gerunds, the first syllable is stressed. - Teacher lets students listen and repeat, focus on the underlined letters. (b/p. 64) - Listen and cross out the one with wrong stress (c/p. 64) Answer: rafting (stress is on the second syllable) - Practice reading the words with the correct stress (d/p. 64) B-Practice Activity 1: – Practice the conversation, swap roles & repeat. (10’) - Teacher asks students to take a look at the conversation and practice with a partner. (a/p. 64) - Ask students to pay attention to the pronunciation of some gerund. Activity 2: – Practice the conversation, replace with words given - Have students look at the conversation; underline some words which can be replaced. - Teacher asks students to work in pair, make a new conversation using the words given to substitute. - Some pairs read the conversation aloud. Further practice: Speaking. - Have students practice in pairs, make a new conversation using their ideas. - A pair presents in front of the class. - Teacher corrects student’s pronunciation if necessary. Activity 2: Speaking – Making Arrangements for a class trip. - Teacher asks students about their favorite destination for vacations before letting them practice speaking. - Teacher suggests popular destinations: Hang Tien caves and Cuc Phuong National Park. - Have students watch a short clip about Hang Tien caves and Cuc Phuong National Park. Teacher adds more information if necessary. - Have students work in groups, makes questions and answer about Cuc Phuong National Park. - A representative from group presents in front of the class. - Teacher checks, corrects or gives feedback. • Teacher – whole class/ individuals/ pairwork • Teacher/ Whole class/ groupwork • Teacher – whole class/ pairs • Teacher – whole class/ individuals 5’ Wrap-up Discussion - Teacher asks students to use the same format in task A, ask and answer about their own plan. - Teacher gives example sentences as modeling - Some pairs present in front of the class. Example: 1. Where are you going to go? 2. What can you do there? 3. How long will you get there? 4. Where are you going to stay? Answer: 1. We are going to ……………………… 2. We can …………………………………… 3. We will get there in ……………….by ……………… 4. We will stay ……………………………………… • Teacher – whole class/ individuals • Teacher –Students in groups Homework Make questions and answers for your vacation plan. Tổ duyệt Nguyễn Thị Mai Lâm