Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Nguồn: Sách Student's book, workbook i-learn Smart World 6
Mô tả: Date of preparation: ............... Period 43 UNIT 5 : AROUND TOWN LESSON 2 (1): NEW WORDS, READING (Page 41) 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 + Talk about food & drinks and how to order them in a restaurant. + Read a dialogue about ordering food and drinks in a restaurant for specific information; 2. Ability: - Students can practice listening, speaking, reading and writing skills in communicative situations to talk about food & drink and how to order them in a restaurant - 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 how to order food and drink in a restaurant; 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 understanding of how to order food and drink in a restaurant; 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 : + Some kinds of food and drink 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 some kinds of food and drink to prepare in the new lesson. d) Organization of implementation: Teacher's activities Students' activities * Song: Eat & Drink all day (https://youtu.be/cCbKQrpWfe0) - Teacher shows the clips to brainstorm the theme of the lesson. - Teacher and students sing along and greet together. - Ask students some questions about the clip. * What is the song about? – about food & drinks * What food and drinks do you see? – bread, butter, ice cream, milkshake, cake, burger, ……………… * What food or drink do you like? – I like ………………………. - Teacher shows some kinds of food and drink, then leads to new lesson. Ss Teacher – whole class Students in groups Whole class 2. Activity 2: New words (10 minutes) a) Objective: Help students know some vocabularies about kinds of food and drinks and know how to ask and answer about them as model. b) Content: Learn, listen and write the new words and use language materials simply. Work in in dividuals and work in groups. c) Products: Students know how to use vocabulary and the knowledge they have learned. Students are able to complete their learning tasks and present the results of their tasks. d) Organization of implementation: Teacher’s activities Students’ activities - Use real things and pictures to introduce the new words: New words: 1. `Menu (n) : thực đơn 2. `Order (v): gọi món 3. `Pasta (n): mì ống 4. De`ssert (n): món tráng miệng 5. Check (n): hóa đơn 6. Change (n): tiền thừa 7. Tip (n) : tiền boa - Have students listen and repeat each new word. (chorally – individually) - Call each students to read the new words - T will pronounce the first syllable and have students read the word containing that syllable For example T: I say “p” you say “pasta, tip” - Correct student’s pronunciation if necessary. (*Check new words) a. Match the words with the pictures. Listen and repeat - Have students look pictures ( P. 41) and match the words with the pictures in 1’ - Teacher gets the answers from students, checks and gives feedback. *Answer keys 1C 2D 3F 4B 5E 6A - T opens th CD lets Ss listen and repeat each word. - T write the words on the board. - T asks Ss to read all the words again. b, Ask & answer: - Teacher asks a student as modeling. - Ask students to practice in pairs, A&A using the two questions in b/p. 41. - Some pairs present in front of the class. - Look and listen - Get the new words - Copy to the notebook - Work in groups *Answer keys 1C 2D 3F 4B 5E 6A - have students listen and read loudly - work in pair 3. Activity 3: Reading (14 minutes) a) Objective: Help students read and do the tasks to unnderstand the conversation in the situation of the lesson. b) Content: Teacher transfers the learning tasks to students. Students read the conservation to answer the question and tick the things they ordered on the menu. c) Products: Students can use vocabulary, structure and the important knowledge of the lesson. Students are able to complete their learning tasks; present the results of their tasks and experience in the situations. d) Organization of implementation: Teacher’s activities Students’ activities 1, Pre- Reading - T sets the scene the situation, introduces Ben and Jane, ask students some questions about it. (exercise a/p. 41) - T asks students to guess if they enjoy the meal (Yes / No). ? Do they enjoy their meal? Yes/ No 2, While – Reading * Check their prediction - Teacher shows the dialogue, - Have students practice in pairs, read then answer the questions (how do you know?) - Call some students to give answer - Check and give feedback Answer: - Yes * Reading and tick the things they ordered. - Teacher explains how to do the task. - Have students practice in pairs, do as directed. - T models – check - correct Answer: - Chicken pasta - Hamburger. - Orange juice - Cola - Ice cream - Cupcake - Teacher – whole class - Answer questions and guess if they enjoy the meal (Yes / No). - Read and correct answer. - Do you enjoy their meal? - Yes - Listen and tick the things they ordered. - Work in pair Answer: - Chicken pasta - Hamburger. - Orange juice - Cola - Ice cream - Cupcake 4. Activity 4: Post – reading (12 minutes) a) Objective: Help students use the knowledge they have learned to practice ask and answer about ordering food and drinks b) Content: Students apply knowledge to ask and answer the ordering food and drinks in small groups; then present in the class. c) Products: Students know how to use the knowledge they have learned to ask and answer about ordering food and drinks . d) Organization of implementation: Teacher’s activities Students’ activities * Interview - Teacher elicits the ways to use would like. - Have students ask and answer in group of 4 Ss, each student ask three clasmmates using this structure. - T models: Lan …. ….. Chicken pasta Coke - Example: - What would you like to eat? I’d like some ………………………. - Would you like coke? No, I don’t. I’d like to drink fruit juice. - T asks ss to present about their results: Example: Lan would like to eat…… - Teacher – whole class/ individuals - Work in groups, then present * Homework (3') - Teacher guides and asks students how to learn the vocabulary at home, do exercises and get ready for the next lesson. Write about the food and drink you would like to eat or drink. - Students: learn the vocabulary, do exercises in workbook and prepare Unit 5: Lesson 2: Grammar. ******************************************************** Date of preparation: ............... Period 44 UNIT 5 : AROUND TOWN LESSON 2 (2): GRAMMAR (Page 42) 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 identify countable & uncountable nouns as well as know how to use a / an / some / any correctly and appropriately and apply them to do exercises . 2. Ability: - Students can practice listening, speaking, reading and writing skills in communicative situations using countable & uncountable nouns as well as a / an / some / any . - 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 know how to use a / an / some / any with countable & uncountable nouns. 3. Quality: - Students have serious learning attitude; love learning English, energetically and actively participate in learning activities. - 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 : + Some kinds of food and drinks with structure: I’d like…..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 some kinds of food and drink to prepare in the new lesson. d) Organization of implementation: Teacher's activities Students' activities *Noughts and crosses - T shows the poster a cake a hamburger a pizza an apple some ice cream some milk Some orange juice some coffee Some chicken pasta - Teacher runs the cues - Ask students make sentences with structure I’d like a/an/some…….. - Let ss play 2 teams * Lead in : T use the cues to lead new lesson. Ss play in two teams. Make sentences with I’d like a/an/some…….. 2. Activity 2: Presentation (10 minutes) a) Objective: Help students know countable & uncountable nouns as well as know how to use a / an / some / any. b) Content: Listening and repeating. Grammar: using countable & uncountable nouns with a/an/some/any. c) Products: Students use countable & uncountable nouns as well as use a / an / some / any to talk about food and drinks. d) Organization of implementation: Teacher’s activities Students’ activities a. Listen and repeat - Set the scence - Have Ss look at the picture P .42 and ask some questions. - Play the audio (CD1 – Track 61), ask Ss to listen and read the speech bubbles - Play the audio again and have Ss listen and repeat *Grammar explanation: - Have Ss read the Grammar box - Ask Ss to make comments on the black bold quantifiers in the examples - Make explicit: Countable and Uncountable nouns; quantifiers Countable nouns refer to items that can be counted, even if the number might be extraordinarily high (like counting all the people in the world, for example). Countable nouns can be used with articles such as a/an and the or quantifiers such as a few and many Uncountable nouns are nouns that come in a state or quantity that is impossible to count; liquids are uncountable, as are things that act like liquids (sand, air). Abstract ideas like creativity or courage are also uncountable. Uncountable nouns are always considered to be singular, and can stand alone or be used with some, any, a little, and much. - Have some Ss read the sentences aloud - T concept check: + Form, use, meaning. - Teacher asks students to take notes in their notebook. - Have students listen and read loudly - Listen and repeat - Work in individually - take notes in their notebook. 3. Activity 3: Practice. (12 minutes) a) Objective: Help students distinguish countable and uncountable nouns and use quantifiers correctly b) Content: Students fill the blanks with a, an, some, or any and complete the dialogue in pairs. c) Products: Students can use countable & uncountable nouns and a / an / some / any to complete their learning tasks; present the results of their tasks. d) Organization of implementation: Teacher’s activities Students’ activities b, Fill in the blanks, using a / an / some / any (p. 42) - Use the example to demonstrate this activity - Have Ss use a, an, some, any to fill in the blanks, draw attention to the countable and uncountable nouns - T models - check - Have pairs check each other’s work - Have Ss read their answers with the class - Check answers as a whole class * Answer key 1. some 2. a 3. some 4. a 5. some 6. an 7. any - Ask some students to check the answers. - Teacher checks again and gives feedback. c, Look at Alice and Nick and complete the dialogue (p. 42) - Demonstrate the activity, using the example - Have Ss look at the picture of Alice and Nick, read the bubbles - Have Ss complete the dialogue-using the information from the picture - Go round and give help if necessary - Call Ss to write answers on the board - Check and correct Ss’ answers *Answer key 1. An omelet 2. Some pasta 3. I’d like some cola 4. I’d like some orange juice 5. Would you like some food? - Teacher – whole class - Work in pairs * Answer key 6. some 7. a 8. some 9. a 10. some 11. an 12. any - Teacher – whole class/ pairs - Teacher – whole class/ individuals 4. Activity 4: Production(14 minutes) a) Objective: Help students make a new dialogue base on the open dialogue between Alice and Nick and do the tasks. b) Content: Practice the dialogue, apply knowledge to make a new dialogue 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 in the situations then present in the class. d) Organization of implementation: Teacher’s activities Students’ activities d, Practice the conversation with your partner (p. 42) - Have students practice reading the dialogue between waiter, Alice and Nick in 3 students. - Monitors the class. - Asks some pairs to present the activity in front of the class. - Praises them. - Have students make a new dialogue base on the open dialogue between Alice and Nick. - Models the activity first by practicing with a student. Waiter: What would you like to eat? A: I’d like an omelet please. B: And I’d like some pasta. Waiter: Ok. What would you like to drink? A: I’d like some cola B: I’d like some orange juice Waiter: Would you like some food? A: I’d like a cupcake, please Waiter: I’m sorry. We don’t have any cupcake left. - Lets time to them prepare - T asks some pair to present in the class. - T control and correct the mistakes. - Teacher – whole class/ individuals - Work in pair, then present - Students in pairs, then present * Homework (3') - Teacher guides and asks students learn how to use a, an, some any as well as countable & uncountable nouns at home, do exercises and get ready for the next lesson. - Students: learn the lesson, do exercises in workbook and prepare Unit 5: Lesson : Pronunciation, Practice, Speaking ( P. 43). ******************************************************** Date of preparation:........................ Period 45 UNIT 5 : AROUND TOWN LESSON 2 (3RD ) : PRONUNCIATION, PRACTICE, SPEAKING (PAGE 43) 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: + Identify the sound changes in speaking and listening. + Food preferences. + Order food,drinks . 2. Ability: - Students can hear,understand and make sounds correctly. - Students form and develop competencies: the ability to make correct sounds linking together. -Students can order food,drinks confidently in their real life. - Students can take notes 3. Quality: - Students are confident with their speaking - Students' qualities are helped to develop such as: speaking ,listening skills. 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- Kim’s game (6 minutes) a) Objective: +Remind ss some names of food,drinks b) Content: Kim’s game” to identify, understand the topic of the new lesson c) Products: Students know how to make sentences using countable & uncountable nouns d) Organization of implementation: Teacher's activities Students' activities *Kim’s game - Show 8 pictures related to foo,drinks in about 30 seconds. - Ask students to look at these pictures carefully and remember all of them. - Divide class into 2 groups : Food & Drink - Ask ss to remember the names of all the food and drinks - Ask ss to go to the board to write down as many as they can - Check - Praise the winner. -Ask ss to chorus all the words Answer key pizza,cake,milk, noodles,orange juice,rice, coffee,ice cream *Lead-in Ask ss some questions - Are you interested in food and drinks? - How to ask and answer about things you would like to eat or drink? Look,remember -Groupwork -Chorus -Answer 2. Activity 2: Pronunciation-Sound changes (10 minutes) a) Objective: Help students identify the sound changes b) Content: Listen ,find out the right pronunciation then practise c) Products: Students know how to to say the sound changes correctly d) Organization of implementation: Teacher’s activities Students’ activities *Part a: Introduce sound changes -Teacher writes on the board Would you like /wэʤƱlaik/ - Teachers explains the pronunciation feature * Part b:Listen,notice the sound changes - Teacher shows examples to class, speaks louder for students to recognize the difference. What would you like to eat? Would you like some dessert ? - Have students listen and repeat, focus on the underlined words * Part c: Listen and cross out - Teacher plays the audio again - Have students listen and cross out the one with the wrong sound changes (c/p. 43) What would you like to drink? Would you like some milk ? - Teacher asks students to compare the answers with a partner - Teacher ask students to give the answer + Answer key: What would you like to drink? (wrong: no connection) * Part d:Practice - Teacher asks some students to say again. - Teacher asks students to practice reading the words in pairs, pay attention to the sound changes. - Teacher helps ss if necessary. - Teacher goes round to find mistakes,corrects on the board -Listen -Listen -Listen and repeat -Listen and cross out the one with the wrong sound changes -Compare -Give the answer -Some students say again -Pairwork 3. Activity 3: Practice – Ordering food (10 minutes) a) Objective: Help students practice making their own sentences using the right pronunciation b) Content: Take turns ordering food ,drinks c) Products: Students know how to order food,drinks using sound changes d) Organization of implementation: Teacher’s activities Students’ activities - Has students look at the pictures, suggested questions - Elicits from students the answer for the questions about ordering food/drinks - What would you like to eat? – I’d like …………………… - What would you like to drink? – I’d like ………………… - What would you like for dessert? – I’d like ………………… - Asks a pair of students to do as modeling. - Has students practice in pairs, ask and answer about the food and drink they want to, swap the roles and repeat. - Sets the time (4ms) - Checks understading,go round to help,take notes - Has some pairs to demonstrate in front. -Correct student’s pronunciation if necessary. -Look at the exercise -Answer -Give models -Pairwork -Demonstrate in front -Listen,draw a lesson 4. Activity 4:Speaking-Doing a survey(16 minutes) a) Objective:Help students use the structures they have learnt to order food/drinks b) Content: Doing categorizing and a survey to order food/drinks,taking notes c) Products: +Students can know more name of some foreign food,drinks +Listen to a talk , understand its content then do gap fill + Have note-taking skill. d) Organization of implementation: Teacher’s activities Students’ activities * Pre-speaking -Categorising -Show names of food,drinks and desserts on the screen (chicken curry,cheese sandwich,spaghetti,hamburger,fries,water,ornge juice,coffee,ice cream ,brownie,apple pie ) -Ask ss to work in 3 groups to categorise them. -Ask ss to go to the board ,write down -Checks ss work Answer key:The menu on page 43 -Gets ss listen and repeat all the names of food,drinks and desserts -Survey +Set the scene: You are at a restaurant (Cloud 9 restaurant). One of you is a customer order the food,drinks you would like while the other is the waiter. Take the customer’s order. -Runs through the menu - Elicits from students how to order food/drinks through an example. Customer:Excuse me,what would you like to order? Waiter/Waitress :Oh,yes.I would like chicken curry,coffee and an ice-cream -Underlines the changing information -Has them prepare what they want to order *While-speaking: Option 1:Pairwork -Asks ss to work in pairs -Sets the time (2ms) -Checks understanding -Goes round to help Option 2: Swap roles - Asks ss to swap role using the menu from reading (page 41) *Post-speaking: - Has some pairs of students present in front of the class. -Checks, corrects or gives feedback. -Observe -Groupwork -Listen,repeat -Listen -Look at the menu -Prepare what they are going to order -Pairwork -Swap role -Present in front * Homework (3') - 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 name of food/drinks and sound changes. +Prepare for the next lesson. +Find the information about 3 dishes:cheeseburger,kebab,paella ********************************************** Tổ duyệt