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Mô tả: KHBD TIẾNG ANH 6 TUẦN 10 TIẾT 28-30 Unit 3 L 2 Pronunciation, Practice, Speaking; L3 New words +listening; Reading; Speaking Week: 10 Date of preparing: 4/11/2021 Period 28 UNIT 3: FRIENDS Lesson 2.3 –Pronunciation, Practice + Speaking (p. 27) I. Objectives: 1. Knowledge and skills: By the end of this lesson, students will be able to identify the sound changes in the question: “What are you doing?” and invite a friend out and discuss things to do together. Pronunciation: What are you doing …. ?/wɒdəjədu:ɪŋ/ Skills: Speaking, listening, writing, reading 2. Competencies: - Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. - They will improve their speaking and listening skills - They will raise motivations and interests in learning English as a foreign language - 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 - 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/laptop/TV. - Students’ aids: Student’s book, notebook, workbook. III. Procedures: 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 weekend activities. c) Product: Ss know more interesting weekend activities and have plans for them. d) Competence: Collaboration, observation e) Organization of the activity: - T has Ss close all books - Ss work in groups and list things they can do on the weekend (in 1 minute) - T has Ss write answers on the board - The group which has most correct answers will be the winner - T lets the class give a round applause to the winner  Lead to the new lesson. Suggested answers - go shopping - do homework - do housework - go swimming - play soccer ………………. B. Activity 2: Pronunciation a) Objective: Ss know how to use sound changes in the question: “What are you doing?” b) Content: - Recognizing the sound changes in the question: “What are you doing?” - Listening and focusing pronunciation feature, find and correct mistakes. - Practicing the pronunciation as directed. c) Products: Ss can apply the sound changes when speaking. d) Competence: Communication, collaboration, listening. e) Organization of the activity: Presentation - T shows examples to class, speaks louder for students to recognize the difference. - Ss listen - T gives explanation about the pronuncaiton feature, gives more examples to make it clear. “What are you doing …?” often sounds like /wɒdəjədu:ɪŋ/ - T plays the recording and has students listen and repeat, focus on the underlined words (b/p. 27) - Ss listen carefully Practice - T has Ss listen to the recording and cross out the one with the wrong sound changes (c/p. 27) - Some do the task - Then T has Ss practice saying the sentences with a partner, using the correct sound changes, and encourages Ss to use their own sentences - Ss do as requested - T calls on some Ss to read their sentences in front of the class - Students practice reading the words in pairs, pay attention to the sound changes. - T offers help if necessary. Production - T gives some sentences for students to practice - Some students read loudly Listen. Notice the sound changes of the underlined words What are you doing …. ? /wɒdəjədu:ɪŋ/. Listen and cross out the one with the wrong sound changes, then read the sentences with the correct sound changes to a partner. Answer: What are you doing on the weekend? – Wrong. No connected speech. C. Activity 3: Practice a) Objective: Ss can ask and answer questions about activities on the weekend. b) Content: Practicing a conversation by using pictures on the right as a cue c) Products: Ss can use the language provided successfully in their communication. d) Competence: Collaboration, communication, creativity, public speaking e) Organization of the activity: - T demonstrates the activity by practicing role-play with a student, - Ss listen - T emphasizes the structures to give suggestions - T has pairs practice the conversation - Some pairs read in front of the class - T has some pairs swap roles and repeat-using the ideas on the right - Some pairs demonstrate the activity in front of the class - T checks Ss’ pronunciation - T has pairs practice the conversation with their own ideas, then swap roles - Ss work in pairs - T goes around, observes Ss’ work and gives help if necessary - T calls on some pairs to demonstrate the activity in front of the class - Ss present in front of the class - T gives feedback and evaluation Practice the conversation, swap roles and repeat Giving suggestions: Do you want to come? What about / How about Tuesday? Would you like to come? Practice with your own ideas. (Free - practice) D. Activity 4: Speaking a) Objective: Ss can invite friend out and discuss things to do together. b) Content: Asking and answering questions about activities. c) Products: Ss can apply the target language learnt in the lesson to produce the language successfully. d) Competence: Collaboration, communication, critical thinking, persuasion. e) Organization of the activity: Pre – speaking - T demonstrates the activity by practicing role-play with a student - Ss listen - T reminds Ss to use the Present Continuous tense and some structures of making suggestions - T has student A look at the schedule on the bottom of the page and student B turn to page 125, file 12. While speaking - T has Ss do the role-play for Week 1 - Ss do as requested - T has Ss find out which days they’re both free and choose an activity to do together - Ss work in pairs - T has some pairs demonstrate their role-play in front of the class. - T has Ss fill in the blanks for Week 2, using their own ideas and continue the conversation - Ss demonstrate the role-play on front of the class - T gives feedback and evaluation Production - T asks Ss to complete the conversation in pairs - Ss complete the conversation - T calls on some pairs to present in front of the class. - T gives feedback and evaluation You want to invite your friend out. Student A use the information on page 27, choose an activity from his calendar and ask his partner to join. Student B goes to page 125, file 12. Then, swap the roles and repeat Complete your calendar for Week 2 with activities. Continue the conversation. Talk about what you and your partner are doing together. Complete the dialogue (the present continuous for future) A: What are you doing tomorrow? B: I _______ some friends. We _______ to Mai’s birthday party. Would you like to come? A: Oh, sorry. I can’t. I ____________ football. B: No problem, how about Sunday? I ________ a film at the cinema. A: Sounds great! Homework - Teacher guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the next lesson. - Students: Write a conversation to invite your friend to your birthday party. Comment:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Week: 10 Date of preparing: 4/11/2021 Period 29 UNIT 3: FRIENDS Lesson 3.1: Literature (p. 28): New words + Listening I. Objectives: 1. Knowledge and skills: By the end of this lesson, students will be able to describe someone’s character and ask and answer about personal characteristics. - Vocabulary: (adj) helpful; selfish; kind; funny; friendly; lazy - Skills: Listening, Reading, Speaking 2. Competencies: - Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. - They will improve their speaking and listening skills - They will raise motivations and interests in learning English as a foreign language - 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 - They will have the good attitude to working in groups, individual work, pair work, cooperative learning. - They will build their love for their friends and schools. 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. III. Procedures: 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 adjectives to describe someone’s character: helpful, selfish, kind, lazy, friendly c) Product: Ss get to know how to use adjectives to describe someone. d) Competence: Collaboration, analytical skill, communication. e) Organization of the activity:  Chatting - T has Ss share a little bit about a character in a book or a film they like Name of the character - Name of the book or film - Why do you like him / her? - Ss listen and answer - T gives feedback and evaluation  Lead to the new lesson: adjectives to describe someone’s characteristics Suggsted answers: Kind, helpful, friendly, lazy…… Activity 2: Vocabulary a) Objective: Ss know more vocabularies to describe someone’s personalities b) Content: - Reading a passage containing new words - Matching the new words with their definitions c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Competence: Communication, collaboration, presentation, creativity. e) Organization of the activity: Presentation - T present some new words - Ss observe - T asks Ss to give the meaning of new words - Ss do as requested - T guides Ss to read the new words - Ss repeat in chorus and then individual - T checks and corrects the pronunciation if necessary. Checking new words: Matching - T asks Ss to match the pictures to the right words - Ss do as requested Practice: - T shows the essay, sets the scene of the essay - Ss observe - T has Ss read the question: Does she like everything about Simon? - Ss read and answer - T asks Ss to read the essay and answer the questions. - Ss work in pairs to check their answers with their partners - T has Ss give the answer and explains - Ss give the answer - T checks and gives feedback. - T demonstrates the activity. - Ss listen - T has Ss read the descriptions and write the words on the lines - Ss check their answers with their partners (in pairs) - T has Ss give answers, explain - Ss do as requested - T checks the answers as a whole class - T plays audio (CD 1 – Track38) and lets Ss listen and repeat - Ss do as requested - Some Ss read the words again, - T corrects their pronunciation and stress Write the correct letter on line. - T explains the exercise clearly. - Then asks Ss to do exercise c/p. 28 - Ss work independently. - T checks and corrects the answers. Production -T gives extra exercise - Ss listen - T has Ss use the words in the box to fill in the blanks. - Ss work individually. - T has Ss give the answers - Ss give the answers - T checks and corrects New words: helpful (adj) /ˈhelpfl/ : Có ích selfish (adj) /ˈselfɪʃ/: ích kỷ kind ( adj) /kaɪnd/: Tốt bụng funny ( adj) /ˈfʌni/: Buồn cười, vui nhộn friendly (adj) /ˈfrendli/ : Thân thiện lazy ( adj) /ˈleɪzi/: Lười biếng Checking vocabulary: Matching Task 1: Alice wrote an essay about her best friend for homework. Does she like everything about Simon? Answer: No, she doesn’t. Because she writes: “One bad thing about Simon is he can be lazy” Task 2: Match the underlined words with their descriptions. Answer: 1. lazy 2. helpful 3. funny 4. friendly 5. selfish 6. kind Task 3: Do the words have a good (G) or bad (B) meaning? Answer: 1. lazy - B 2. helpful - G 3. funny - G 4. friendly - G 5. selfish – B 6. kind - G C. Activity 3: Listening a) Objective: Ss can develop their listening comprehension skills. b) Content: Listening to a student talking about a book and checking if he likes the book. c) Products: Ss can listen for main ideas and for details. d) Competence: Collaboration, communication, analytical and synthesizing skills. e) Organization of the activity: Pre – listening - T sets the scene, introduces the name of the boy - Ss listen - T asks Ss to guess the answer for the question: Does he like the book? - Ss guess While - listening - T has Ss look at the request of the task - Ss do as requested - T plays audio (CD1 – Track 39) - Ss listen and answer the question by circling Yes / No - T has Ss share the answers with their friends - T plays the recording again and checks answers as a whole class - T gets Ss to read the characters and adjectives in the task - Ss read - T demonstrates the activity - Ss listen - T plays audio (CD1 – Track 39) - Ss listen and draw lines - T calls Ss to compare their answers with their friends - Ss share their answers - T plays the audio again and check answers as a whole class Post listening - T has students look at the Useful Language box. - Ss observe - T plays the audio and lets Ss listen to the useful language. - Ss listen - T lets students practice the useful language. - T has students practice using other vocabulary from New Words. - Game: Friendship Flower In groups of four, each member writes in the flower petal two adjectives for personalities which you like about the others. Compare and discuss which two words best describe each person. Task 1: Listen to Harry talking about a book. Does he like the book? Answer: Yes, he does. Task 2: Listen and draw lines. Answer: 1. Grandpa – funny 2. Verucca – selfish 3. Mike – lazy 4. Charlie – friendly and kind Task 3: Useful language - What's he like? + He’s very kind but a little lazy. - What's she like? + She's friendly and funny. Example: Minh: Hoa is funny and kind girl. Hoa: Lan is kind and funny. Lan: Huong is the kind and reserved girl. Huong: Minh is helpful boy. Homework - Teacher guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the next lesson. - Students: Write a short paragraph about your family member’ personality. Comment:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Week: 10 Date of preparing: 4/11/2021 Period 30 UNIT 3: FRIENDS Lesson 3.2. – Reading and Speaking (p. 29) I. Objectives: 1. Knowledge and skills: Skills: Reading, Speaking By the end of this lesson, students will be able to read and describe personal characters. 2. Competencies: - Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. - They will improve their reading and speaking skills - They will raise motivations and interests in learning English as a foreign language - 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 - They will have the good attitude to working in groups, individual work, pair work, cooperative learning. - They will build their love for their friends and schools. 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: 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 followed. b) Content: Ss play Kim’s game: Some Vietnamese folktales c) Product: Ss can be provided with general idea about the story/characters mentioned in the lesson. d) Competence: Collaboration, guessing. e) Organization of the activity: - T gives instruction: Work in groups of 4. I’m going to give you 6 pictures. Look at these pictures for only 1 minute and remember all the names of the pictures. - Ss work in groups - T leads to the new lesson Play a game: Kim Game How the Tiger Got His Stripes One hundred- section bamboo Snow White and seven Dwarfs The frog prince The fairy fish Tam Cam B. Activity 2: Reading a) Objective: Ss improve their reading skill (scanning, skimming) b) Content: - Reading the article and circle the best headline. - Reading and finding detailed information. c) Products: Ss can practice skimming and scanning in reading comprehension. d) Competence: Collaboration, analytical and synthesizing skills, communication. e) Organization of the activity: Pre- reading - T shows pictures, gives information and teaches new words. - Ss listen and give the meanings - T has Ss listen and repeat. (chorally – individually) - Ss repeat the new words - T checks and corrects the pronunciation if necessary. Checking new words: - T shows pictures and words, students have to match the pictures with suitable words. While reading - T has Ss read the text quickly, then find the best headline for it. - Some students give answers. - T checks and corrects. - T asks students to work in pairs, read and write an example next to each adjective. - Ss work in pairs - T gets the answers, checks and corrects. Post – reading - T has Ss retell the story - Ss retell the story - T calls on some Ss to present in front of the class. - Ss present - T corrects and gives plus marks C-Writing. Write an email about your best friend. - Have Ss look at this e-mail and identify the parts in the e-mail. - Teacher ask Ss some questions: + How many parts are there in an e-mail to your friend? + What are they? + What should you remember when writing each part? - T asks Ss to work in groups to do this activity. - T gives each group a large-sized piece of paper to write their e-mail. - T asks two or three groups to stick their finished e-mail on the board. - Other Ss and T give comments. Answer: Dear Peter, Thanks for your email. Your best friend seems really nice. Let me tell you about my best friend. My best friend is Quynh. She's 12 years old. She's a student. She's my classmate at school. She's friendly and funny. She likes making new friends and telling jokes. She's tall and thin. She has brown eyes and short hair. Write back soon, Mary New words: 1. clean( v) 2. try (n) 3. chore (n) 4. hard (adj) Checking vocabulary Task 1: Read the article & circle the best headline (a/p. 29) Answer: 1. Good sister, Bad sister Task 2: Read &find things that show Tấm and Cám’s personalities (b/p. 29) Answer: Tấm 1. helpful: helping to cook and clean the house 2. kind: thinks about other people / tries to help her family . Cám 3. lazy: never does any chores 4. selfish: doesn’t share anything • Teacher – whole class/ pairs • Teacher – whole class/ individuals C. Activity 3: Speaking a) Objective: Ss can describe characters. b) Content: Talking about the characters in the Harry Porter book. c) Products: Ss can apply what they have learnt in communication. d) Competence: Collaboration, communication, creativity, public speaking. e) Organization of the activity: Pre- speaking - T sets the secene: “ You are in a book club meeting, let’s talk about the characters from Harry Potter books” - Ss listen - T asks Ss some questions ? Do you know Harry Potter? ? What does he look like? ? Do you like him? Why? - Ss listen and answer - T leads to the main part - T demonstrate the activity by practicing the role play with a student - St practices with T - The rest of Ss listen While- speaking - T asks Ss to work in pairs. - Ss work in pairs to practice the sample dialogue. - T has Ss focus on the blue words - T has Ss take turns talking about the characters from the Harry Potter books, reminds Ss to use the structures to ask about personal appearance and personalities - Ss do as requested - T asks some pairs of Ss to perform in front of class. - T corrects if necessary. Post- speaking - T gives an extra activity: - T has Ss talk about the characters in the “Tấm Cám” tale, using the information from the “Reading” task - Ss practice in pairs - T calls on some pairs to demonstrate the activity in front of the class. - T gives feedback and evaluation You’re in a book club meeting. Work in pairs. Take turns talking about the characters from the Harry Porter books. Suggested conversation A: I like Tấm. B: What’s she like? A: She’s very kind and helpful. B: What does she look like? A: She’s tall and pretty. B: What does she do? A: She thinks about other people and tries to help her family. Homework - Teacher guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the next lesson. - Students: - Do exercises in Workbook: Reading (page 19). - Prepare for the next lesson: Writing Comment:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….