Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 12/1/22 6:52 PM
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Nguồn: ENGLISH 6 - I LEARN SMART WORLD
Mô tả: Date of preparation: ................... Period 40 UNIT 5 : AROUND TOWN LESSON 1 : NEW WORDS. LISTENING. CONVERSATION SKILL (page 38) Time: 45 minutes Class Date of teaching Absent students 6A2,4,5 I. THE AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: +Vocabulary: gain vocabulary items about clothes in a clothing store: (n) jeans, sweater, customer, sales assistant, changing room, T-shirt (a): medium, large, extra-large + Structure : use demonstratives, object pronouns, the present simple tense, and conversation skills – “Can I help you?” and “Hello, do you need any help?”  talk about clothes at clothing stores or shops 2. Ability:  Students can raise motivations and interests in learning English as a foreign language  Students form and develop competencies: the ability to develop communicative and team-working skills through learning activities’  Illustrate problem-solving and critical-thinking skills through learning activities 3. Quality: - Students have establish responsive and independent characteristics to be a long-life learner - Students' qualities are helped to develop such as: establish good habits in making appropriate schedules 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, … ready for the lesson. III. TEACHING PROCESS. 1. Activity 1: Warm up: (6 minutes) a) Objective: - Help students review using: Memorising game + help ss focus on the topic of the lesson + Let’s find out the correct words from the shops that relate to the new lesson. b) Content: - Gain vocabulary items about clothes in a clothing store: (n) jeans, sweater, dress, T-shirt, shorts,coats - use the words in sentences c) Products: Students know how to use some words and talk about short sentences . d) Organization of implementation: Teacher's activities Students' activities T uses the picture - T divides the class into two teams: Black & White - T Who writer correctly and faster is the winner. Let ss find who did well in this game. T comments... T:Let ss read all the word and make sentences T:Model: I buy a T-shirt T comments, praise the winners Ss look at the picture in 30 seconds, try to remember some things on the picture SS write 5 words on the board - Ss answer . (by raising their hands) -Find who did well in this game. (n) jeans, sweater, dress, T-shirt, shorts,coats read all the word and make sentences - individual 2. Activity 2: New words (10 minutes) a) Objective: Help students understanding some words anh then make the sentences. b) Content: Gain vocabulary items about clothes in a clothing store: (n) customer, sales assistant, changing room… (a): medium, large, extra-large c) Products: Students know how to ss know the names of clothes ( related to clothing store) in the picture. And then fill in the table, use the words given d) Organization of implementation: Teacher’s activities Students’ activities - Use real things and pictures to introduce the new words: New words: 1. jeans (n):quần jean (picture) 2. sweater (n):áo len dai tay(picture) 3. customer (n):khách hàng(picture) 4. sale assistant (n):nhân viên bán hàng (picture) 5. changing room (n):phòng thay đồ(picture) 6. T-shirt (n):áo phông (real) Size (medium, large, extra large)Kích cỡ(trung,rộng,rất lớn ) (antonym) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary Checking new words + Checking vocabulary: Matching + Shows the words and the levels to students to match. -Ask Ss to write some words in your notebook Fill in the blanks - T gives the instructions: fill in the blanks, use the words given. (exercise a/p. 38) -T models: Jeans-large- changing room - T checks Ss’ understanding. - T controls, corrects and praises Ss - Play audio again. Have students listen and check. - Teacher checks, corrects and gives feedback. Speaking (exercise b/p. 38) - T gives the instructions: makes example sentences with these words. - T models: I have blue jeans. - The girl is wearing a yellow T-shirt. - T checks Ss’ understanding. - T asks one by one student to talk. - T corrects,praise the good students -listen and repeat each new word. (chorally – individually) - One by one student comes to the board and matches. -copy - students work in pairs, fill in the blanks, use the words given. (exercise a/p. 38) - Play audio again. Have students listen and check. Answer: clothes sizes others Jeans Sweater Large Medium Extra large Changing room Customer Sales assistant t-shirt dress Small Extra small Check-out bills - Ss do the task individually then speaking in front of the class 3. Activity 3: Listening (10 minutes) a) Objective: Help students : listen and understand the details of the dialogue then tick true or false. b) Content: listen and understand between Cassie and her mom then tick true or false. c) Products: Students know how to know the meaning of the dialogue between Cassie and her mom d) Organization of implementation: Teacher’s activities Students’ activities a.Listen to Cassie talking to her mom in a clothing store - T gives the instructions: shows the picture of Cassie and her mom, asks students some questions about it. Suggested Q&A: - Where are they? - Are they going to buy some clothes? - What kinds of clothes will they buy? - Let students listen to the dialogue and answer Yes or No (exercise a/p. 38) (listen the 1st time) ?Do they buy any clothes? b.Now,Listen and circle “True” or “False”. - T gives the instructions: Listen again and circle True or False (listen the 2nd time) - T models the first one :False - T checks Ss’ understanding. - T asks Ss to tell the meaning of the sentenses. If they can’t, T can explain. - Listen again and check their answers - Teacher checks and corrects. Give feedback Reading - Teacher shows the dialogue, students listen and repeat. - Teacher has students play role, read the dialogue. (hands-out) - Look at the picture of Cassie and her mom, and answer some questions about it. (exercise a/p. 6) - They are in a clothing store - Maybe - I don’t know. - Listen to the dialogue and answer Yes or No (exercise a/p. 38) Answer: Yes - Listen again and circle True or False (listen the 2nd time) - Listen again and check their answers Answer: 1. False 2. True 3. False 4. True - listen and repeat. - work in pairs and role play S1:Cassie S2:Mom 4. Activity 4: Conservation skill, Note (16 minutes) a) Objective:Help students use the meaning of the conversation and know how to use the conversation by creating short role-plays b) Content: students play role of a sales assistant and a customer c) Products: Students know how to start a conversation to offer held d) Organization of implementation: Teacher’s activities Students’ activities substitution/ role playing - T gives the instructions: Teacher gives out the conversation to groups, underlines some words, students practice subtitling the underlined words. - T models: Sweater – - T checks Ss’ understanding. - Have students practice role playing the dialogue. - Some pairs present in front of the class. (close pairs, open pairs) Speaking. - Teacher has students indicate conversation skill in the dialogue. - Have students play role of a sales assistant and a customer, do as modeling. - Students work in pairs, ask and answer as modeling. - Some pairs present in front of the class. T:explain that if you see someone you don’t know who needs help , you can offer help by saying “Hi, can I help you?” or “Hello ,do you need any held” - Look at the conversation to groups, underlines some words, students practice subtitling the underlined words. - Practice role playing the dialogue. - Some pairs present in front of the class. (close pairs, open pairs) Example: 1. Sweater - ………………… 2. Pink T-shirt - ……………………… 3. Small - ……………………… 4. …………………………. - Students indicate conversation skill in the dialogue. - Students play role of a sales assistant and a customer, do as modeling. - Students work in pairs, ask and answer as modeling. - Some pairs present in front of the class. Example: A. Hi, can I help you? B. ………………………………………… A. What size do you need? B. ………………………………………. A. Is there anything else? ……………………………………… * Homework (3') - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. - Students: Make a dialogue yourself, use conversation skill. *********************** Date of preparation: ................... Period 41 UNIT 5 : AROUND TOWN LESSON 1 :GRAMMAR (page 39) Time: 45 minutes Class Date of teaching Absent students 6A2,4,5 I. THE AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: use demonstratives to show which things we are talking about. + Structure : use demonstratives, object pronouns, the present simple tense, and conversation skills – “How much is/are this/those T-shirt(s)?” and “Do you have that/these shirt(s) in blue?”  talk about clothes at clothing stores or shops 2. Ability:  Students can use demonstratives, object pronouns in learning English as a foreign language  Students form and develop competencies: the ability to develop communicative and team-working skills through learning activities’  Illustrate problem-solving and critical-thinking skills through learning activities 3. Quality: - Students have establish responsive and independent characteristics to be a long-life learner - Students' qualities are helped to develop such as: establish good habits in making appropriate schedules 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, … ready for the lesson. III. TEACHING PROCESS. 1. Activity 1: Warm up: (6 minutes) a) Objective: - Help students review using: Interviewing + help ss focus on the demonstratives, object pronouns of the lesson b) Content: - use the (demonstratives(this), object pronouns(it)) words in the conversation c) Products: Students know how to use demonstratives and talk about short sentences . d) Organization of implementation: Teacher's activities Students' activities Option 1. Song: If you’re happy - Play the music, the whole class sing and dance together to power class before starting the lesson. Option 2: Interviewing - T gives instruction: Some pairs of students play role of a customer and a sale assistant make a dialogue (on page 39) - Models: S1:Sale assistant: Hi,Can I help you? S2:Customer:Yes,Do you have this dress in blue?. S1:Yes ,Here you are. S2:How much is it? S1:It’s 20 dollars - T asks Ss to work in pairs to find these words in the conversation - T may go around to help weaker Ss. - Teacher follows checks and gives feedback. T: underline demonstratives(this), object pronouns(it) and then introduce the lesson. Sing a song Whole class Individual S1:Sale assitstan S2:Customer Ss look at the picture on page 39 - Ss answer . (by raising their hands) -Work in pairs to practise in front of the class. -individual 2. Activity 2: Presentation(10 minutes) a) Objective: Help students understanding real things in class or a picture in the book to introduce demonstrative: this, that, these, those b) Content: points at real things, students make sentences using demonstratives. c) Products: Students know how to make sentences using demonstratives d) Organization of implementation: Teacher’s activities Students’ activities T gives the instruction :shows use real things in class or a picture in the book to introduce demonstrative: this, that, these, those. - Teacher shows example sentences and elicits the way to use demonstrative. - T Model: - ?Do you have this dress in blue? - Ask students to give examples to make sure they catch the point. - T asks Ss to give the rule and use of demonstrative: this, that, these, those. - T asks Ss to look at “demonstrative” in the textbook P. 39 then explain to them. - T shows the grammar box then explains how the “demonstrative”and” object pronouns” are formed and used. *Listen & repeat (a/p. 39) T gives the instruction :Have students read the sentences with demonstratives. T Model:Do you have this dress in blue? T checks Ss’ understanding. - The first three pairs show the answers on the board. T corrects by listening the audio Tell Ss to look around the class. Ask what they see around them/ what they have. - Let Ss to practice the words with demonstratives. , and make up the sentences with the words if there is time. T Model:This pen is red Let ss do the same. give examples give the rule and use of demonstrative: this, that, these, those. Object pronouns :it,them -copy Formation Examples this Singular nouns, close to the speaker that Singular noun, further away from the speaker these Plural nouns, close to the speaker those Plural noun, further away from the speaker - students work in pairs, - Play audio again. - Have students listen and check. - students to do the same (individually), then present in front of the class 3. Activity 3: Practice (10 minutes) a) Objective: Help students : listen and understand the details of the dialogue then tick true or false. b) Content: listen and understand between Cassie and her mom then tick true or false. c) Products: Students know how to know the meaning of the dialogue between Cassie and her mom d) Organization of implementation: Teacher’s activities Students’ activities *Read and circle (b/p. 39) T gives the instruction :read the sentences and circle the correct answers. - T models one : 1.Those - T checks Ss’ understanding. - T corrects ss' mistakes (if wrong ) *Complete the dialogue with this / those / it or them (c/p. 39) - Teacher sets the scene of the dialogue. - T: T gives the instruction : Complete the dialogue with this / those / it or them - T models one : 1.This - T checks Ss’ understanding. - Have students practice filling the dialogue (pairs) - Students exchange the answers to cross check. - The answers are shown through a game. - T corrects ss' mistakes (if wrong ) Teacher – whole class/ individual + Answer key: 1. this 2. it 3. those 4. them 5. them Ss work independently then compare with their partners Ss from two groups come to the board and write the answers. One student can write one only + Answer key: 1.this 2.it 3.those 4.them 5.them 4. Activity 4: Further Practice(16 minutes) a) Objective:Help students use the meaning of the conversation and know how to use the conversation by creating short role-plays b) Content: students play role of a sales assistant and a customer c) Products: Students know how to start a conversation to offer held d) Organization of implementation: Teacher’s activities Students’ activities Practice reading the dialogue (d/p. 39) - T gives the instruction practice reading the dialogue in pairs - T models one : S1:Sale assitstan :Hi ,Can I help you? S2:Customer:Yes ,Do you have….. - T checks Ss’ understanding. substitution/ role playing T gives the instructions: Immagine that your partner is a customer. Now use all the above questions to ask your friends then exchange. - T goes around to see and helps Ss. Ss work in pairs, ask and answer the questions. - shows some picture of clothes, students substitute with ones in the dialogue Some pairs present in front of the class. * Homework (3') - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. - Students: Make a dialogue yourself, use conversation skill. *********************** Date of preparation: ................... Period 42 UNIT 5 : AROUND TOWN LESSON 1 (3): PRONUNCIATION, PRACTICE, SPEAKING (Page 40) Time: 45 minutes Class Date of teaching Absent students 6A2,4,5 I. THE AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: + Know how to pronunce the sound changes of “Do you have….? + Talk about clothes shopping in a clothing store. 2. Ability: - Students can develop pronouncing sounds, stress, intonation and rhythm in basic compound sentences; listening, speaking, reading skills in communicative situations. Speak simple conversation for use in everyday communication related to the topics. Then present briefly or participate in short, simple conversations on familiar topics. - Student hear and recognize sounds, stress, intonation and rhythm in basic compound sentences; understand the main content, detailed content of listening. Focus on listening, speaking skills to talk about things in shopping in a clothing store. -Students form and develop competencies: the ability to autonomy and self-study, the ability to communicate and cooperate, to solve problems and to create. - Students have a general understanding of clothes shopping; has a positive attitude toward subject and learning English. 3. Quality: - Students have serious learning attitude; love learning English, energetically and actively participate in learning activities. - Students have a general understand of clothes shopping; has a positive attitude toward subject and learning English. - Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect yourself, have a sense of self-training, take responsibility for themselves, their family and the country associated with the content of the lesson. 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, … ready for the lesson. III. TEACHING PROCESS. 1. Activity 1: Warm up: (6 minutes) a) Objective: - Help students review : + Vocabularies about clothes that students have learned to identify, understand the situation of the new lesson. b) Content: - Review and use language materials simply. - Students work in individuals, in pairs or in groups to listen, answer and do as the teacher's requirements. Then, present in the class and join in the new lesson. c) Products: Students review vocabularies to prepare in the new lesson. d) Organization of implementation: Teacher's activities Students' activities Let students play a game “Brainingstorm” - T draws the net on the board. - T gives the instructions: Now you work with your partners in your table think and write all questions that you can ask when you first meet a new friend. - T models the first one. “Brainingstorm” shirt - T checks ss' understanding. - T divides the class into 2 groups. T gives the name -> checks - T corrects then praises the winner. + Possible answers : - Jeans, sweater, T-shirt, ….. T leads to the new lesson. - Ss prepare in about 1minutes. - One by one student from each group comes to the board and writes one answer. 2. Activity 2: Pronunciation(10 minutes) a) Objective: Help students notice how the sound changes of “Do you have….?” and pronounce them correctly. b) Content: the sound changes of “ Do you have?” often sounds like /dʒə hӕv/. c) Products: Students know how to read the sound changes of “Do you have….?” Then listen and recognize the differences of them. d) Organization of implementation: Teacher’s activities Students’ activities a. Sound changes: - Gives a sentence “ Do you have this dress in medium?” - Have ss read the sentence loudly. - T explains the pronunciation feature: “Do you have …?” often sounds like /dʒə hӕv/ b. Listen. Notice the sound changes of the underlined words - Play the recording (CD1, track 40) - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Do you have these paints in blue? Do you have this jacket in green? - Monitors, helps and praises them. c. Listen and cross out the one with the wrong sound changes, - Explains how to do: cross out the one with the wrong sound changes. - Plays the recording. - Has Ss listen and cross out the option that doesn’t use the correct pronunciation feature. - Collects Ss’ doing. - Gives the key. Key: Do you have this shirt in pink ? –> wrong. - Checks the answers and corrects. d, Read the sentences with the correct sound changes to a partner. - Has Ss practice saying the examples with a partner, using the pronunciation feature (with the correct sound changes). - Call some Ss to read their sentences in front of the class. -Check and correct Ss’ pronunciation - Look ad listen to the T. - Copy down. - Pay attention to the underlined words. - Listen to the recording. - Listen again and repeat. - Listen to the T. - Listen to the recording and cross out. - Compare and read out. - Correct. - Ss read again with the correct sound changes. 3. Activity 3: Practice (12 minutes) a) Objective: Help students use the knowledge they have learned to practice conversation in the situation of the lesson. b) Content: Read and apply knowledge to role play the conversation in the situations. work in pair, experience in the situations. c) Products: Students know how to use the knowledge they have learned to play role in a clothing store. d) Organization of implementation: Teacher’s activities Students’ activities a. Practice the conversation. Swap the roles and repeat. - Demonstrate the activity by practicing role-play with a student - Emphasize the structures used when giving something to someone: Here you are Phrasal verb: try on (to put on (clothes etc) to see if they fit) - Have pairs practice the conversation - Call some pairs to read in front of the class - Have pairs swap roles and repeat-using the information on the right. - Have some pairs demonstrate the activity in front of the class - Check Ss’ pronunciation - Asks Ss to swap roles and repeat using the ideas given. • This shirt /these jeans - blue / black • It in a medium size / in extra large size – them/ it • Is it – are they • It is – they are - Has some pairs present in front of the class. - Monitors and helps. - Praises them. b. Practice with your own ideas. - Asks Ss to work in pairs and practice the conversation with their ideas, then swap the roles. - Allows time for Ss to do the task. - Monitors the activity around the class. - Has some pairs demonstrate the activity in front ofthe class. - Gives feedback and correct if necessary. - Praises them. - Act model with T. - Practice in pairs. - Swap roles and repeat. - 2 pairs present in front of the class. - Make own conversations in pairs. - Then practice and swap the roles. - 2 pairs present in front of the class. 4. Activity 4: Speaking(14 minutes) a) Objective: Help students use the knowledge they have learned to practice with the requirements of the lesson or the teacher's requirements. b) Content: Read, role play, apply knowledge to new dialogues as the requirements of the lesson or the teacher's requirements. Guide and ask students to ask and answer in pairs. experience in the situations then present in the class. c) Products: Students know how to use the knowledge they have learned to ask and answer about the size and the color as the modals. d) Organization of implementation: Teacher’s activities Students’ activities a. You’re shopping for clothes. Work in pairs. Student B goes to page 121, file 4. Student A is a customer. Choose 3 items below and note the size and color you want. Ask sales assistant. - Set the scence: - T lets Ss choose 3 of the items below to buy and write the size and color they want on the lines in 1’ - Divides the class into pairs. - Have student A stay on the current page and student B turn to page 121, file 4 - Remind Ss to use the sound changes in their conversation - T models the activity first by practicing with a student. A: Hi, Can I help you? B: Yes, Do you have this dress in yellow? A:, Yes, here you are B: Do you have it in a large size? A: Yes, here you are B: Can I try it on. A: Sure, the changing room is over there. B: How much is this? A: It’s 45 dollars. - Have Ss ask and answer - Have some Ss demonstrate the role-play in front of the class - Give feedback and evaluation b. Swap the roles and repeat. You’re a sales assistant at a store. You have the clothes below. - Have Ss swap the roles and repeat - Have some Ss demonstrate the role-play in front of the class - Give feedback and evaluation c. In groups, discuss the items you bought and how much you spent - Have Ss work in groups - Have SS discuss the items they bought and how much they spent - Have some Ss share their findings with the class - Give feedback and evaluation - Listen and remember. - Choose the clothes. - Model with T. - Choose and practice in pairs - 2 pairs present in front of the class. - Join another pairs. - Compare. - Share their ideas to the class. - Work in groups of 4 Ss * Homework (3') - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. Write a conversation in which include two items that you want to buy - Students: learn the lesson, do exercises in workbook and prepare Unit 5: Lesson 2: New words and reading. Tổ duyệt Nguyễn Thị Mai Lâm