Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 12:10 02/03/2023
Lượt xem: 4
Dung lượng: 354,0kB
Nguồn: ENGLISH 6 - I LEARN SMART WORLD
Mô tả: Week:25 Date of teaching.................... Period: 73 UNIT 8: THE WORLD AROUND US Lesson 1 (3)– 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. Week:25 Date of teaching.................... Period: 74 UNIT 8: THE WORLD AROUND US Lesson 2 (1) (p. 65) I. Objectives: By the end of this lesson, students will be able to talk about things they need for a trip. II. Teaching aids: - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/laptop/TV. - Students’ aids: Student’s book, notebook. III. Language focus: - Vocabulary: (n) sleeping bag, flashlight, batteries, tent, pillow, towel, bottled water - Structure: compound sentence with « so » IV. Procedures: Time Steps/Activities Organization 5’ - Speaking - Have some students talk about their class trip. Follow the guided questions Questions: - Where did your class go? - How was the scenery there? - What was the weather like? - Was your trip interesting? - Did you enjoy it? - Teacher checks and gives feedback. • Teacher – whole class • Students in groups 25’ New lesson A-Grammar (10’) Activity 1. Teach new words - Teacher uses symbols, pictures to teach new words - Have students listen and repeat sentences. (chorally – individually) - Teacher corrects student’s pronunciation if necessary. New words: 1. Tent (n) 2. Sleeping bag (n) 3. Flashlight 4. Battery 5. Pillow 6. Towel 7. Bottled water - Have students read all the words again. Activity 2: fill in the blanks (a/p. 65) - Teacher asks students to fill in the blanks with words given. (exercise a/p. 65) - Teacher checks and gives feedback. Answer: 1. Battery 2. Bottled water 3. Flashlight 4. Pillow 5. Towel 6. Sleeping bag 7. Tent Activity 2: matching the two halves of the sentences. - Teacher asks students about the benefits of these things. What do we use the flashlight for? We can see at dark / at night Why should we bring bottled water? So, we can’t get thirsty - Have students work in pairs, ask and answer the same for the other words. - Some students give their answer. - Teacher gets the answers from students, checks and gives feedback. B-Reading. (10’) Activity 1: Brainstorming - Teacher asks a pair of students to brainstorm the task. One gives the activity, the other gives the necessary items. Example: - I’m going to have a picnic on the weekend. - So you should bring some food, drinks and some……….. - Teacher sets the scene of the task (two friends are messaging about their camping trip. Circle the things on the list they need to bring) (a/p. 65) - Have students work in groups, complete the task as directed. - Teacher gives some more information if necessary. Answer: Wilmslow School Summer Camp List Sleeping bag pillow Money Towel Bottled water Battery Food camera Cell phone flashlight notebook tent Activity 2: Reading, answer the questions. - Have students read the messages again, answer the questions. (b/p. 65) - Students practice in pairs, do as directed. - Teacher gets the answers, checks and corrects. Answer: 1. Next week 2. He was sick 3. They need batteries 4. They don’t need to bring any food. • Teacher – whole class/ individuals/ pairwork • Teacher/ Whole class/ groupwork • Teacher – whole class/ pairs • Teacher – whole class/ individuals 5’ Wrap-up Option 1: Discussion - Teacher has students work in groups; each group gets a different task, then completes the task. - Group 1: list five things to bring for a camping trip - Group 2: list five things that are not necessary for a camping trip - Group 3: list five thing to bring for a trip to the beach. - Group 4: list five things to bring when you travel abroad. Students’ answer - Group 1: tent, flashlight, …………………… - Group 2: swim suit, sunglasses, …………………….. - Group 3: sunglasses, sun cream, ………………………. - Group 4: passport, plane ticket, ……………………….. - Some students share their ideas. - Teacher checks and gives feedback. • Teacher – whole class/ individuals • Teacher –Students in groups Homework Write about the scenic spot you would like to visit. Week:25 Period: 75 Date of teaching:... UNIT 8: THE WORLD AROUND US Lesson 2 (2)– Grammar (p. 66) I. Objectives: By the end of this lesson, students will be able to review the way to use conjunction “so” to link sentences. II. Teaching aids: - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. - Students’ aids: Student’s book, notebook, workbook. III. Language focus: - Vocabulary: - Structure : I have a cold so I don’t go to school IV. Procedures: Time Steps/Activities Organization 5’ Warm-up Option 1: Matching - Teacher shows something needed for a vacation, then sets the scene, students choose suitable things for the trip. - Asks some students to do as requested. (if they can). Example: 1. I am having a vacation on the beach; I need to bring …………… 2. My class is going camping this week, we need to bring ………… 3. Sue needs to have ……….…. for her trip to the mountain. Answer: 1. Hat, swim suit, sun block, …………………… 2. Tent, torch, camera, bottled water, ………. 3. Hat, sneakers, bottled water, ……………. Option 2: - Teacher gives the destinations for a trip, students name things they need to prepare. - Students do as direct. - Teacher checks and corrects, then leads to the new lesson. • Teacher – whole class • Whole class 25’ New lesson A-Grammar (10’) Activity 1. - Teacher uses symbols, pictures to review words of things needed for a trip. - Have students talk about the benefits of these things. - Have students listen and repeat sentences. (chorally – individually) - Teacher corrects student’s pronunciation if necessary. - Teacher asks students to practice asking & answering. (exercise a/p. 66) - Teacher checks and gives feedback. Activity 2: matching the two halves of the sentences. (B/P. 66) - Have students work in pairs; read and find the half sentences. - Some pairs show their answers. Answer 1. B 2. F 3. A 4. C 5. D 6. E - Ask some students to check the answers. - Teacher checks again and gives feedback. Activity 3: Fill in the answers, use the cues in the table (c/p. 66) - Teacher shows a pair of high heeled shoes and a pair of slippers which are prepared for a trip to the beach - Have students to choose one and tell the reason why. Teacher: we should bring a pair of slippers because we can go walking on the beach. - Have students work in pairs, complete the answers. - Some students who finish quickly go the board to write the answers. - Teacher checks and gives feedback. Answer: 1. Yes, we should so we have somewhere to sleep 2. Yes, we should so we don’t get thirsty 3. Yes, we should so we don’t get cold 4. Yes, we should so we have something to read 5. Yes, we should so we don’t get hungry 6. Yes, we should so we can buy presents • Teacher – whole class/ individuals/ pairwork • Teacher/ Whole class/ groupwork • Teacher – whole class/ pairs • Teacher – whole class/ individuals 5’ Wrap-up Option 1: Speaking. - Teacher divides class into two teams and sets the request for the activity. - Teacher gives hands-out to teams. (you are going to have a camping trip next weekend. Look at things in the hand-out, team A chooses things that should be brought, team B chooses thing that are unnecessary, gives the reason) - Have students work in groups, do as directed. - Representatives from groups show the result to class. - Teacher checks and gives feedback. Option 2: Writing - Have students work individually, make plan and preparation for you trip this summer. - Some students share their story. • Teacher – whole class/ individuals • Students in groups Homework Write about things to prepare for your trip.