Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 11:43 14/01/2025
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Nguồn: Sách Student's book, workbook i-learn Smart World 6
Mô tả: Date of preparing:………. Period : 55th UNIT 6 : COMMUNITY SERVICES LESSON 1 ( 3rd ) : Pronunciation, Practice, Speaking (page 48) 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: + pronounce the /st/ sound of the words. + practise speaking the dialogue 2. Ability: - Students can practise how to pronounce the /st/ sound of the words - Students form and develop competencies: the ability to pronounce the /st/ sound of the words and ask about some places. 3. Quality: - Students have developed some skills - Students' qualities are helped to develop such as: their pronunciation, speaking 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: (6 minutes) a) Objective: - Help students review using: + focus on the /st/ sound to identify, understand the situation of the new lesson. b) Content: - Focus on the / st/ sound - practise the dialogue using “ Is there a………………………?” c) Products: Students know how to pronounce the song “ST Consonant Blend Sound” d) Organization of implementation: Teacher's activities Students' activities - Play audio (The “ST Consonant Blend Sound” song) to brainstorm the theme of the lesson. - Teacher and students sing along and greet together. - Make a question with a student : Is there a bus stop near your house? – Yes / No - Teacher follows and gives feedback, then leads to the new lesson - Ss listen to the song and sing along with the teacher. - A student answers T’s question - practise the dialogue 2. Activity 2: Pronunciation (10 minutes) a) Objective: Help students pronounce the /st/ sound of the words b) Content: focus on the /st/ sound , listen and repeat, listen to the words and focus on the underlined letters. c) Products: Students know how to to pronounce the /st/ sound of words. d) Organization of implementation: Teacher’s activities Students’ activities - Teacher shows example sentences to class (the /st/ sound) speaks louder for student to recognize this sound. - Teacher explains the rules, gives more examples to make it clear. Ex: - Twinkle, twinkle little star. - A wasp can sting. - He broke a string in his racket. - Dad reads me a story. - Have students listen and underlined letters (exercise b/p. 48) - Have them listen & repeat. - Have students listen and repeat. (exercise c/p. 48) - Teacher gives some sentences for student to practice - Some students read loudly - Listen to the teacher - T- whole class - Open pairs - Close pairs - Groupwork - Listen and repeat - Work individually 3. Activity 3: Practice (16 minutes) a) Objective: Help students practise the conversation , swap roles and repeat. b) Content: practise the conversation and practise with their own ideas. c) Products: Students know how to practise the conversation with their own ideas. d) Organization of implementation: Teacher’s activities Students’ activities Activity 1: Swap roles and repeat. Use real things and pictures to review the words: (post office, hospital, police station, bus station,…………………) - Teacher asks some students as model. - Have students practice in pairs. Example: A: Excuse me, is there a bus station near here? B: Yes, the bus station is on Market Street. A: ……………………………………… B: ……………………………………… A: ……………………………………… B: ……………………………………… - Some pairs present in front of the class - Correct student’s pronunciation. Activity 2: discussion - Have students practice A&B about their public services, use Yes/ No questions. (exercise b/ p. 48) - Have students work in pairs, share their ideas. - Some students present in front of the class. - Teacher checks, corrects or gives feedback. - Look at the pictures - Repeat the words - Pair work - Listen to the teacher’s correction - Pair work - Some students present the dialogue in front of the class 4. Activity4: Speaking (10 minutes) a) Objective: Help students use the maps on pages 48 and 122 to ask and answer about some places : post office, the library and train station b) Content: Ask and answer about some places. c) Products: Students know how to make the question with “ Is there a + place + near here ?” and describe about these places. d) Organization of implementation: Teacher’s activities Students’ activities Set the sence : “ You’re visiting a new town. Work in pairs and ask and answer about some places” - Models : Is there a bus station near here ? - Where is it ? - Runs through the maps on pages 48 and 122 - T asks students to practice in pairs - One student makes a sentence of directions to the places - Another student says the sentence again (change the prepositions) together with a sentence about public services. - The third does the same way (say the 2 sentences above again, add one more) - Listen - Answer : Yes. There is - It’s on Orange street. It’s opposite the train station. - Pairs work - Student who can’t make the chain loses the game. - The winner will get 1 point for him/her. * Homework (3') - Practise /st / sound of some words at home - Do exercies in the work book page 33 - prepare for the next lesson ( page 49 ) ---------------------------------------------------------------------------------------------------- Date of teaching:………. Period: 56 UNIT 6: COMMUNITY SERVICES Lesson 2.1 – Grammar (p. 50) I. Objectives: By the end of this lesson, students will be able to use imperatives to give instructions, orders, or advice. 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 books, notebook, workbook. III. Language focus: - Vocabulary: review words of community services - Structure: imperative sentences IV. Procedures: Time Steps/Activities Organization 5’ Warm-up Option 1: Blog sharing - Some volunteer students share their blog to the class. - Teacher and other students follow, make questions if necessary. - Teacher gives feedback and gives mark. Option 2: Re-matching - Teacher shows a picture of types of reused together with the wrong words, and students have to rematch. - Display the flashcards of letters on the board. - Some students volunteer to stick a word that matches with the picture. - One plus mark for every student having a correct answer. - Teacher gives feedback, then leads to the new lesson. • Teacher – whole class • Students in groups • Whole class 25’ New lesson - Ask students if they often do to recycle things at home. A-Grammar. (10’) Activity 1: Listen & repeat (exercise a/ p. 50) - Teacher asks students to list recycling that he / she does every day. Suggested answer: - She should reuse old cans to grow trees in. - He shouldn’t throw away old bottles. - Teacher underlines the verbs, introduces and elicits the ways to use imperative sentences. - Students follow and answer teacher’s questions - Teacher gives some more examples for students to change into imperatives (positive and negative form) Ex: You should recycle cans. → Recycle cans. We should not litter on the beach. → Don’t litter on the beach. Activity 2: fill in the blanks with positive or negative imperative statements. (exercise b/ p. 50) - Have students work in pairs; use the verbs given to fill in the blanks in the imperatives. - Teacher asks some pairs to show their answers. Answer 1. Don’t use 2. Reuse 3. Recycle 4. Pick up 5. Reuse 6. Don’t throw away - Ask some students to check the answers. - Teacher checks again and gives feedback. Activity 3: Rewrite the imperative sentences. (exercise c/ p. 50) - Have students work in pairs, practice writing the whole sentences using the positive or negative imperative. - Some students who finish quickly go to the board to write the answers. - Teacher checks and gives feedback. Answer: 1. Recycle plastic bags and jars. 2. Don’t throw away glass jars and old newspapers. 3. Pick up trash in the park. 4. Recycle plastic bottles and old magazines. 5. Reuse plastic bottles in your garden. 6. Don’t throw away old clothes. Suggested option - The answer may be put in the game “Who’s quicker? - Two students each turn put one hand on the shoulder, after teacher shows the picture, student who has a faster clap makes the sentence. • Teacher – whole class/ individuals/ pairwork • Teacher/ Whole class/ groupwork • Teacher – whole class/ pairs • Teacher – whole class/ individuals 5’ Wrap-up Option 1: Speaking. - Students work in groups. Use the same format of the letter in exercise d/ p. 50 to talk about the imperatives in the home. - Some students share the story to the class. - The winner will get 1 point for him / her. Option 2: watch an animation, list the types of recycle appear https://www.youtube.com/watch?v=QOo16hzWLxQ • Teacher –whole class/ individuals • Teacher –Students in groups Homework Make your own blog; write about the environmental protection at your home. Date of teaching: ………. Period: 57 UNIT 6: COMMUNITY SERVICES Lesson 2.2 – Pronunciation (p. 51) I.Objectives: By the end of this lesson, students will be able to have chance to practice on “I” sound 1.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 books, notebook, workbook. I. Language focus: - Vocabulary: review words of community services. - Structure : prononciation of /I/ sound. II. Procedures: Time Steps/Activities Organization 5’ Warm-up Option 1: Singing - Play the video (The “Planet Earth” song) to brainstorm the students. - Teacher and students sing along and greet together. Option 2: What do you see? - Teacher shows some pictures, then asks students to guess what they see in it. (litter / fill / use / kill /…..), pay attention to the /I/ sound - Have students read loudly, then lead to new lesson. • Teacher – whole class • Students in groups 25’ New lesson A-Pronunciation. (10’) - Teacher shows examples to class, speaks louder for students to recognize the difference. - Teacher explains the rules, gives more examples to make it clear. - Have students listen and repeat, focus on the underlined letters (exercise b/p. 51) Answer: 1. ………………….. 2. …………………. - Some students say again. - Have students listen and repeat the words with different sound (exercise c/p. 51) - Students practice reading the words in pairs, they read and correct the pronunciation. Ask teacher for help if necessary. Answer: 1. …………….. 2. ……………… Further practice: - Teacher gives some sentences for student to practice. - Some students read loudly. B-Practice –Positive/ negative imperatives.(10’) Activity 1: Saying imperative sentences. Option 1: Ask & answer. - Use real things and pictures to review the words: (throw away, recycle, throw away, reuse, pick up). - Teacher asks some students as model. - Have students practice in pairs, answer about the positive/ negative imperatives. Example: - Recycle plastic bags. (√) - Don’t litter on the street. (✗) - Some pairs present in front of the class - Correct student’s pronunciation & intonation if necessary. Option 2: Discussion - Have students practice A&A about the environmental protection (Practice/ p. 51) - Have students work in pairs, share their ideas. - Some students present in front of the class. - Teacher checks, corrects or gives feedback. Answer: 1. …………………………………… 2. …………………………………... 3. …………………………………… 4. ……………………………………. 5. …………………………………… 6. ……………………………………. 7. …………………………………… 8. …………………………………… • Teacher – whole class/ individuals/ pairwork • Teacher/ Whole class/ groupwork • Teacher – whole class/ pairs • Teacher – whole class/ individuals 5’ Wrap-up Option 1: Discussion What should we do to protect the Earth? - Have students work in groups of four members. - After that, the reporter will talk about the result in front of the class. - Play the music again and continue this game in the same way. Option 2: Speaking. - Students work in pairs, every person takes turn to talk about how to protect the Earth. - Choose six tips to add to your notes (exercise a/ p. 51) - Some students volunteer to share in front of the class. Option 3: Speaking. - Have students answer the question: “What should we do to protect the Earth?” - Some students volunteer to share their ideas (exercise b/ p. 51) - Plus mark is given to students who does well. • Teacher – whole class/ individuals • Teacher –whole class/ pairs • in groups Homework Write about how to protect the environment in your home. TỔ DUYỆT