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Mô tả: KHBD TIẾNG ANH 6 TUẦN 17,18 TIẾT 49-51,52 Unit 5 L 3 Newwords, Listening; Reading, Speaking,; Writing, REVIEW CV4040 Week: 17 Date of preparing: 23/12/2021 Period 49 UNIT 5: AROUND TOWN Lesson 3.1: Social studies – New words + listening (p. 44) I. Objectives: 1. Knowledge and skills: By the end of this lesson, students will be able to talk about food around the world and know more information about some food around the world. - Vocabulary: (n) fish sauce, noodles, beef, seafood, lamb, herb, pork (v) fry, grill - Structure : present simple tense - Skills: Listening, Speaking 2. Competencies: - Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. - They will improve listening and speaking skills. - They will develop the competences such as self - control, independent- learning, creativity and problem-solving. 3. Qualities: - Students are active to broaden and percept the knowledge - Students will eat healthy food. - They will have the good attitude to working in groups, individual work, pair work, cooperative learning. 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: Class Date of teaching Absent students 6A 6B 6C Teacher’s and Students’ activities Contents A. Activity 1: Warm – up a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow. b) Content: Introduction of some dishes and ingredients c) Product: Ss get to know some new words they are going to study in the lesson d) Competence: collaboration, critical thinking, communication e) Organization of the activity:  Dishes and ingredients -T divides the board into 2 parts: Dishes and Ingredients - T explains the word “ingredients” - Ss listen - T prepares some pictures about food and ingredients - T has Ss work in groups to decide which pictures are dishes and which ones are ingredients - Ss work in groups - T has Ss hang them on the board - T checks and has Ss give names of the dishes and ingredients (as many as they can) - Give feedback and lead to the new lesson. Answers keys Dishes: pasta, sandwich, hamburger, pizza, beefsteak, soup Ingredients: beef, spring onion, pork, vegetables, herbs, vinegar B. Activity 2: Vocabulary a) Objective: Ss know more vocabularies about ingredients in cooking b) Content: - Filling in the blanks - Listening and repeating - Making sentences with the new words c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Competence: communication, collaboration, presentation e) Organization of the activity: Presentation - T uses pictures, videos, explanation to elicit the meaning of new words. - Ss listen and give the meanings - T has Ss listen and repeat. (chorally – individually) - Ss listen and repeat - T checks and corrects the pronunciation if necessary. - T guides Ss to play the game: Slap the board - Ss play the game - T remarks and give plus marks Practice: - T demonstrates the activity using the example - Ss listen - T has Ss take turns to make sentences with the new words they have learnt. - Ss do as requested - T calls Ss to give answers - Ss give the answers - T gives feedback and evaluation Production - T elicits the request of the task. - T guide Ss how to play the game: While the music playing students should pass the ball around the class. When the music stops, the student with the ball will tell the class their favorite food. - Ss listen and join the game - T checks, corrects and gives feedback. New words: 1. Fish sauce (n) /fɪʃ sɔːs/ nước mắm 2. Pork (n) /pɔːrk/: thịt lợn 3. Beef (n) /biːf/: thịt bò 4. Seafood (n) /'si:fud/: hải sản 5. Lamb (n) /læm/: thịt cừu 6. Herb (n) /hɜːrb/: rau thơm 7. Grill (v) /ɡrɪl/: nướng 8. Fry (v) /fraɪ/: rán, chiên Checking new words: Slap the board Task 1 Fill in the blanks. Listen and repeat Answer: 1. Noodles 2. Lamb 3. Grill 4. Herbs 5. Seafood 6. Beef 7. Fry 8. Pork 9. Fish sauce Task 2: Take turns using the words in sentences I like grilled beef Play a game: Pass the ball S1: I like chicken S2: I like milk S3: I like pizza …………….. C. Activity 3: Listening a) Objective: Ss can develop their listening comprehension skills b) Content: Listening to a man talking about popular food from around the world c) Products: Ss can listen for main ideas and details. d) Competence: collaboration, communication, analytical and synthesizing skills. e) Organization of the activity: Pre- listening - T demonstrates the activity. - Ss listen - T sets the scene - Ss listen While - listening - T leads to the main task. - T plays the recording the first time - Ss listen - T has Ss compare the answers with their friends - Ss compare - T has Ss give the answers - Ss give the answer - T has Ss listen again - T check answers as a whole class - T lets Ss read the task and make a guess which words to be written in the spaces - Ss guess - T demonstrates the activity - Ss listen - T plays audio (CD1 – Track 65) again. - Ss listen - T has Ss listen and fill in the blanks - T calls Ss to read their answers - Ss read the answers - T checks answers as a whole class. Post listening Useful language - T has Ss look at the Useful Language box - T explains - Ss listen - T explains the structure: What do people make it with? - T plays audio (CD1 – Track 66) - Ss practice the useful language - T calls some pairs to present, gives feedback and evaluation Activity 1. Listen to a man talking about popular food from around the world. Who is the speaker? a student / a customer or a chef? Answer key A chef Task 2: Listen and fill in the blanks, then match with the correct pictures Answer What’s bún bò Huế? It’s a noodles dish from Vietmam What do people make it with? Noodles, beef, and herbs. Homework Teacher asks Ss to look back on the lesson and do the exercises in WB, prepare for the next lesson Students: - Practice asking and answering about dishes and ingredients. - Do exercises in Workbook: Lesson 3 - New words – Listening (page 30). - Prepare: Lesson 3 – Reading, Speaking and Writing (page 45 Comment:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week: 18 Date of preparing: 23/12/2021 Period 50 UNIT 5: AROUND TOWN Lesson 3.2. – Social studies: Reading + Speaking (p. 37) I. Objectives: 1. Knowledge and skills: By the end of this lesson, students will be able to read an article about Vietnamese food and talk about food around the world. - Vocabulary: taste (n), dish, smell, delicious (a), - Structure : present simple tense - Skills: Reading, Speaking 2. Competencies: - Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. - They will improve reading and speaking skills. - They will develop the competences such as self - control, independent- learning, creativity and problem-solving. 3. Qualities: - Students are active to broaden and percept the knowledge - Students will know to eat healthy food. - They will have the good attitude to working in groups, individual work, pair work, cooperative learning. 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: Class Date of teaching Absent students 6A 6B 6C Teacher’s and Students’ activities Contents A. Activity 1: Warm – up a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow. b) Content: Introduction of food around the world / or introduction of “noodles” c) Product: Ss have general idea about the dishes that are mentioned in the lesson d) Competence: collaboration, communication e) Organization of the activity:  Pair Matching - T has Ss close all books - Ss do as requested - T shows a picture (use handouts or show on the screen) - Ss observe - T has Ss find 6 pairs (a word and a picture – name of the country and its dish) - T calls on some Ss to give answers and give name of the dishes - T gives feedback  Lead to the new lesson Answer keys 1. Mexico - fajitas 2. India – curry 3. Korea – kimchi 4. Italy – spaghetti 5. Indonesia – nasi goreng 6. Việt Nam – cơm tấm B. Activity 2: Reading a) Objective: Ss improve their reading skill (scanning, skimming) b) Content: - Reading the article and circling the best headline - Reading and answering the questions c) Products: Ss know about cơm tấm and phở – famous dishes in Việt Nam. Ss can read for gist and read for details. d) Competence: collaboration, communication, analytical and synthesizing skills. e) Organization of the activity: Pre- reading - T uses visuals, videos, and explanation to elicit new words. - Ss listen and give the meanings - T has Ss listen and repeat. (chorally – individually) - Ss listen and repeat - T checks and corrects the pronunciation. Checking new words: - Teacher shows pictures and words, students have to match the pictures with suitable words. While - reading - T explains the activity using the example. - Ss listen - T has students read the article individually. - Ss read individually - T has Ss give the answers - Ss give the answers - T checks the answers and gives feedback. - T has Ss read the questions and guess the key word (the word that helps they find the answers quickly and correctly) - Ss do as requested - T has Ss read the article again and answer the questions - Ss read again - T gets Ss underline the sentences that help them find the answers - Ss underline the sentences - T calls on some Ss to give answers, explain - T checks answers as a whole class. Post reading: - T gives Ss an extra exercise: Fill in the blanks-using the words in the reading text 1. Phở and Cơm tấm are popular ______of Vietnam. 2. People make ______ with chicken or beef. 3. There are ______ and ______ in Phở. 4. The ingredients of Cơm tấm are rice, egg and ______ pork. 5. There is ______ on the top of Cơm tấm. 6. Phở and Cơm tấm are very ______. - T calls on some Ss to give answers - Ss give the answers - T gives feedback and evaluation New words: 1. taste (n, v) /teist/: vị, nếm 2. smell (n) /smel/: ngửi 3. delicious (a) /dɪˈlɪʃəs/: ngon Checking new words: Matching Task 1: Read & find the best headline (a/p. 45) Answer: Answer: 2. A taste of Vietnam Task 2: Read the article and answer the questions Answers: 1. Rice and noodles are in most Vietnamese dishes 2. It’s a famous dish 3. It’s an amazing dish 4. With fish sauce Answer key for extra exercise 1. Phở and Cơm tấm are popular dishes of Vietnam. 2. People make phở with chicken or beef. 3. There are onions and herbs in Phở. 4. The ingredients of Cơm tấm are rice, egg and grilled pork. 5. There is fish sauce on the top of Cơm tấm. 6. Phở and Cơm tấm are very delicious. C. Activity 3: Speaking a) Objective: Ss can talk about some food in Vietnam and around the world b) Content: Asking and answering about nasi goreng, spaghetti, cơm tấm and phở c) Products: Ss can talk about the dishes they know. d) Competence: collaboration, communication, creativity, presentation. e) Organization of the activity: Pre - speaking - T sets the scene - Ss listen - T asks Ss some questions - Ss listen and answer - T demonstrates the activity by asking and answering with a student - Ss listen While-speaking - T has Ss practice the conversation in pairs - Ss practice in pairs - T has Ss practice the conversation in pairs, then tick the dishes they would like to try - Ss practice in pairs - T has some pairs act out the conversation in front of the class - Ss act out the conversation - T gives feedback and evaluation. - T has Ss swap roles - Ss swap the roles - T goes round and gives help if necessary - T calls on some pairs to demonstrate the activity, answer the questions - Ss practice in pairs - T gives feedback and evaluation Post- speaking - T has Ss use their own ideas and other dishes they know - Ss listen - T gets Ss practice the conversation in pairs and present their conversation in front of the class. - Ss present - T gives feedback and evaluation. ? Do you like Cơm Tấm? ? What do people make it with? Task a. a. You’re visiting an international food festival. Work in pairs. Student A asks Student B about four of the dishes below, and tick () the ones you would like to try. Student B answers the questions. A: What is cơm tấm? B: It’s a rice dish form Vietnam. A: What do people make it with? B: Grilled pork, fried eggs and fish sauce. Task b. Swap roles and repeat. How many dishes would you like to try? Which is your favorite? I have try…..dishes. I like Phở best because it’s delicious. A: What is Bánh bèo? B: It’s a rice dish form Vietnam. A: What do people make it with? B: Rice, shrimps and fish sauce. Homework Teacher asks Ss to look back on the lesson and do the exercises in WB, prepare for the next lesson Students: - Find more information about some traditional holidays in Vietnam. - Do exercises in Workbook: Reading (page 25). - Prepare: Unit 4 - Writing (page 37 – SB). Comment:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week: 18 Date of preparing: 23/12/2021 Period 51 UNIT 5: AROUND TOWN Lesson 3.3. – Social studies: Writing (p. 45) I. Objectives: 1. Knowledge and skills: By the end of this lesson, students will be able to write a paragraph about two famous dishes. Skills: Writing, reading 2. Competencies: - Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. - They will improve reading and writing skills. - They will develop the competences such as self - control, independent- learning, creativity and problem-solving. 3. Qualities: - Students are active to broaden and percept the knowledge - Students will respect Vietnamese cuisine - They will have the good attitude to working in groups, individual work, pair work, cooperative learning. IV. 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. V. Procedures: Class Date of teaching Absent students 6A 6B 6C Teacher’s and Students’ activities Contents A. Activity 1: Warm – up a) Objective: to introduce the new lesson and set the scene for Ss to acquire new language; to get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow b) Content: introducing some special dishes c) Product: Ss have a general idea about the festivals that are mentioned in the lesson. d) Competence: collaboration, communication, critical thinking. e) Organization of the activity: What food is the most popular? - T shows some pictures of food and drinks on the screen, students choose the one they think more popular. - Some students share their ideas. - T gives feedback, then lead to new lesson. Example: 1. I think Com Tam is more popular than hamburger because ………………………………….. 2. I think milky tea is more popular the Vietnamese tea because ………………………….. B. Activity 2: Writing a) Objective: Ss can write about their favorite dishes b) Content: Asking and answering about two of the dishes from your country, then writing c) Products: Ss can use what they have learnt to write a good paragraph about a dish in Vietnam. d) Competence: collaboration, communication, writing e) Organization of the activity: Pre-writing - T has Ss answer some questions - Ss listen and answer ? What is the famous dishes in your country? ? What do people make it with? ? When do people eat it? ? How does it taste? - T checks answers as a whole class While - writing - T has Ss work in pairs ask and answer about the dishes they choose and complete the notes - Ss work in pairs - T has some pairs demonstrate the conversation in front of the class - T gives feedback - T has Ss use their notes and the information from the Reading and Speaking part to write a paragraph about the dishes they choose - Ss do as requested - T gets Ss to write their paragraph on the board - Ss write - T checks, corrects Ss’ mistakes. - T has Ss finish their writing part in their notebooks Post - writing - T gets some Ss read / write their writing in front of the class - Ss do as requested - T gives feedback and evaluation Task a. With a partner, choose two of the dishes from your country and make notes. The dishes in my country The name & the kind of dish …………….. is a kind of ………… in VN What people make it with? When people eat it? How it tastes? Task b. Write a paragraph about your choices. Teacher asks Ss to look back on the lesson and do the exercises in WB, prepare for the next lesson Students: - Ask and answer about famous food. - Prepare: Review Comment Week: 18 Date of preparing: 23/12/2021 Period 52 UNIT 5: AROUND TOWN Review (p. 94) I. Objectives: By the end of this lesson, students will be able to - review vocabularies about food around the world; review language used in clothing stores and restaurants; review grammar: Countable and uncountable nouns; quantifiers, demonstratives 1. Knowledge and skills: - Vocabulary: Vocabulary: word relate to clothes and food. - Structure: demonstratives - Skills : Reading, Writing, Speaking, Listening 2. Competencies: - Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. - They will improve reading, speaking, writing and listening skills. - They will develop the competences such as self - control, independent- learning, creativity and problem-solving. 3. Qualities: - Students are active to broaden and percept the knowledge - Students will respect Vietnamese cuisine - They will have the good attitude to working in groups, individual work, pair work, cooperative learning. 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: Class Date of teaching Absent students 6A 6B 6C Teacher’s and Students’ activities Contents A. Activity 1: Warm up a) Objective: Introduce the new lesson and set the scene for Ss to review the language learnt; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow. b) Content: Revision of vocabulary and grammar of unit 5 c) Product: Ss are ready for the new lesson d) Competence: collaboration, communication, critical thinking e) Organization of the activity:  Leave me out - T gives Ss some words with incorrect spelling - Ss work in groups - T has Ss leave out 1 redundant letter in each word to make it correct - Ss do as requested - T calls on Ss to give answers and read the correct word - Ss give the answers - T checks Ss’s answers  Lead to the new lesson. Answer Keys B. Activity 2: Listening a) Objective: Ss improve their listening skill b) Content: - Listening and choosing the correct answer c) Products: Ss listen for details and get familiar with the listening test format. d) Competence: collaboration, analytical and synthesizing skill. e) Organization of the activity: - T has Ss read the task - Ss read - T demonstrates the activity by using the example - Ss listen - T plays the audio (CD 2 – Track 67) twice - Ss listen - T asks Ss to check answers with pairs and then give answers - Ss give the answers -T checks answers as a whole class. You will hear Matt and Amy talking in a restaurant (twice). For each question, choose the correct answer (A, B or C) Answer: 1. C 2. A 3. C 4. B 5. A C. Activity 3: Reading a) Objective: Ss can improve reading skill b) Content: Reading an email and filling in the blanks c) Products: Ss read for comprehension and get familiar with the reading test format. d) Competence: collaboration, communication, analytical and synthesizing skills. e) Organization of the activity: - T introduces the situation and elicits the request of the task (Look at the text and write one word for each blank). - Ss do as requested - T asks Ss to work in pairs to fill in the blanks. - Ss work in pairs - T gets the answers from students, checks and corrects. Read the email. Write one word for each blank. Answer keys Answer keys 1. some 2. They 3. where 4. go 5. With D. Activity 4: Vocabulary a) Objective: Ss can review vocabulary of unit 5 b) Content: Filling in the blanks with the words from the unit c) Products: Ss can use these vocabularies actively, correctly in communication. d) Competence: collaboration, communication, critical thinking e) Organization of the activity: - T has Ss read the sentences - Ss read the sentences - T asks Ss to work in pairs to write - Ss work in pairs - T has Ss give answers - T checks answers as a whole class Fill in the blanks with the words from the unit. Answer keys 1. extra large 2. changing room 3. Sale assistants 4. tip 5. dessert 6. noodle 7. fry E. Activity 5: Grammar a) Objective: Ss can review the use of English: Countable and uncountable nouns; quantifiers, demonstratives b) Content: filling in the blanks with the words from the box c) Products: Ss can use the grammar point learnt correctly and actively in communication. d) Competence: collaboration, communication, analytical and synthesizing skills. e) Organization of the activity: - T asks Ss to work individually to fill in the blanks with the words from the box - Ss work individually - T has Ss work in pairs to check each other’s work - Ss work in pairs - T calls Ss to write answers on the boards - Ss write answers - T checks answers as a whole class Fill in the blanks with the words from the box Answer keys 1. an 2. it 3. those 4. some 5. this 6. some 7. them F. Activity 6: Pronunciation a) Objective: Ss can review the vowels and stress b) Content: Circling the word that has the underlined part pronounced differently from the others c) Products: Ss can pronounce correctly when using these vowels and words in communication. d) Competence: Collaboration, communication, critical thinking skill. e) Organization of the activity: -T has Ss distinguish the sound /ӕ/, /eɪ /, /ə/, /ɪ/, /ai/ - Ss work individually - T has Ss work in pairs to check each other’s work - T calls on some Ss to give answers, pronounce the words again - Ss give answer - T gives feedback, corrects Ss’ pronunciation if necessary - T has Ss find more words with the sounds / ӕ/, / eɪ/, / ə/, /ɪ/, /ai/ - T gives feedback and evaluation Circle the word that differs from the other three in the position of primary stress in each of the following questions - T has Ss review ways to put stress on words with 2 and 3 syllables - Ss work individually - T asks Ss to work in pairs to check each other’s work - Ss give answers, pronounce the words again - T gives feedback, corrects Ss’ pronunciation if necessary - Give feedback and evaluation Circle the word that has the underlined part pronounced differently from the others Answer keys 1. A 2. B 3. A 4.D Circle the word that differs from the other three in the position of primary stress in each of the following questions. Answer keys 5. B 6. D Homework Teacher asks Ss to look back on the lesson and do the exercises in WB, prepare for the next lesson Students: - Review vocabulary, grammar of unit 5. - Do exercises in Workbook: Review of Unit 5 (page 68). - Prepare: Unit 6 – Vocabulary and Listening (page 46 – SB). Comment:……………………………………………………………………………………………………………………………………………………………………………………