Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 23:22 09/10/2022
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Mô tả: Date of planning:7/19/2022 Period 16 UNIT 2: SCHOOL Lesson 2.3: (p. 19): Pronunciation + Speaking I. Objectives: - By the end of this lesson, students will be able to identify the sound changes in speaking and listening. 1. Intonation for positive answers and negative answers: Yes, I do / No, I don‘t 2. Competences: - Students form and develop competencies such as self - control, independent- learning, creativity and problem-solving. 3. Qualities: - Students have a general understanding of the intonation; have a positive attitude toward subject and learning English. - Students have serious learning attitude; love learning English, energetically and actively participate in learning activities. 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. Procedures: 1. Organization 1’ Class Date of teaching Absent students 6A 6B 6C Teacher’s and Students’ activities Contents A. Activity 1: Warm – up a) Objective: Help students identify the language materials, understand the situations given and create the excitement for students before entering the new content of the lesson b) Content: Students make short conversations. Then, present in the class and join in the new lesson. c) Products: Students know how to use the knowledge they have learned and have the excitement before joining in the new lesson. d) Organization of activity - T makes a model with one student, then calls some pairs to make a short conversation. - Teacher shows some cards of different clubs at school. Ex : - Some pairs take turn to make the same , using structure “Do you like………………….?” Do you like ……? B. Activity 2: Pronunciation a) Objective: Help students identify the language materials, understand the ways to read positive answers and negative answers correctly. b) Content: Students listen and focus on how the intonation goes up or down, then cross out the one with the wrong intonation. c) Products: Students know how to read the sentences with correct intonation to a partner. d) Organization of activity: Presentation - T focuses on one example - T read the examples and lets Ss find the differences - Ss listen and answer - T briefly explains the pronunciation features for positive answers and negative answers. - Ss listen - T plays the recording - Ss listen and repeat Practice - T plays the recording, has Ss listen and cross out the option that doesn’t use the correct pronunciation feature. - Ss listen and do the task - T has Ss compare their answers with their partners - Ss compare the answers - T has some students answer, checks answers as a whole class. - T has Ss read the sentences with the correct intonation. - Ss speak out loud. Yes, I do No, I don’t Intonation for positive answers goes up Intonation for negative answers goes down. Task 1: Listen and cross out the one with the wrong intonation  Answer: Yes, I do – wrong, intonation goes up. Task 2: Read the sentences with the correct intonation. C. Activity 3: Practice a) Objective: Help students identify the language materials, practice the conversation with their own ideas. b) Content: Students practice the conversation and make their own ideas c) Products: Students know how to make a similar conversation. d) Organization of activity: - T demonstrates the activity by practicing the role-play with a student. - Ss listen - T divides the class into pairs to practice the conversation. - Ss work in pairs to practice the conversation. - T has them swap roles and practice again. - Ss swap roles and practice - T calls on some pairs to speak aloud and checks the pronunciation. - T asks Ss to work in pairs, using their own ideas to practice with their partners. - Ss work in pairs to make their own conversation - T has some pairs demonstrate the activity in front of class. - Ss do as requested - T checks the pronunciation mistakes if necessary • Task a: Practice the conversation. Swap roles and practice Task b: Practice with your own ideas. C. Activity 3: Speaking a) Objective: Help students identify the language materials, find out what activities their partners like doing and then decide the clubs to join together. b) Content: Students find out what activities their partners like doing and decide the club they want to join c) Products: Students will decide the club they want to join and find out which club most people want to join. d) Organization of activity: Pre speaking - T guides Ss to do the activity. - Ss listen - T demonstrates the activity by practicing the role-play with a student. - Ss listen While speaking - T divides class into pairs to practice the conversation - Ss work in pairs - T has students take turns suggesting two activities for their friend to join next year. - T has some pairs demonstrate the role-play in front of the class. - Ss practice in front of the class. Post speaking - T has students join another pair; discuss which club most people want to join. - Ss work in pairs - T has some students share their finding with the class. a. You want to sign up for some clubs for next year. Find out what activities your partner likes doing and then decide on one club to join together. b. Join another pair. Which club do most people want to join? Ex: As I know, most of my friends like dance club, because it’s fun. Our group wants to join………….. D. 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 and prepare for next lesson Comment:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………  Date of planning: 07/10/2022 Period 17 UNIT 2: SCHOOL Lesson 3.1: (p. 20): New words + Listening I. Objectives: By the end of this lesson, students will be able to talk about different kinds of books, practice some questions about their favorite kinds of book and gain the following: 1. Knowledge and skills: Vocabulary: fantasy (a) , novel (n), mystery (n), adventure (n), author (n) Structure: Wh- questions (what / which / who / why…) 2. Competences : - Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. - 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 have a general understanding of the intonation; have a positive attitude toward subject and learning English. - Students have good attitude to reading book. 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. Procedures: 1. Organization 1’ Class Date of teaching Absent students 6A 6B 6C Teacher’s and Students’ activities Contents A. Activity 1: Warm – up a) Objective: Help students identify the language materials, understand the situations given and create the excitement for students before entering the new content of the lesson b) Content: Students play the game: “Who is faster?” c) Products: Students know how to use the knowledge they have learned and have the excitement before joining in the new lesson. d) Organization of activity - T divides class into two groups - T says aloud the name of club, students must say aloud the activity they can do in that club. Ex: T says “ I join Art Club” Students say “You can draw pictures.” - The group who answers faster will get one point, until T says “ I join book club”, students say “ You can read books” - T leads to the new lesson. Game: Who is faster? A. Activity 2: New words a) Objective: Help students identify the language materials, learn lexical items related to Literature b) Content: Students read the text and match the underlined words with the definitions. c) Products: Students know the definitions of the new words d) Organization of activity Presentation - T uses the context, simple English, pictures to illustrate the meaning of the words - Ss listen and say the meaning - T has Ss listen and repeat each new word. - Ss repeat chorally and individually - T corrects student’s pronunciation if necessary. - T has Ss play the game: “ Rub out and Remember” - Ss join the game Practice - T demonstrates the activity using the example. - T has students read the text; match the underlined words with the definitions. - Ss read the text in silent and find the answers - T has some group members share their answers - T checks the answers Production - T has Ss ask their partner which story he/she would like to read. - Ss ask and answer - T has some students share their ideas with the class. - Ss share their answer - T gives feedback. New words : - fantasy (a) /'fæntəsi/: kỳ ảo - novel (n) /'nɒvl/: tiểu thuyết - mystery (n) /'mistəri/: bí ẩn - adventrure (n) əd'vent∫ə: cuộc phiêu lưu - author (n) /'ɔ:θə[r]/: nhà văn Checking new words Rub out and Remember Task 1: Read the text and match the underlined words with the definitions. Listen and repeat. Answer : 1. Fantasy 2. Adventure 3. Novel 4. Author 5. Mystery Which story would you like to read? I’d like to read Peter Pan. C. Activity 3: Listening a) Objective: Help students listen to the recording and do the exercises b) Content: Students listen and circle their favorite kind of book, and fill in the blanks. c) Products: Students will circle their favorite kind of book, and fill in the blanks. d) Organization of activity: Pre - listening - T introduces 2 students Grace, Jamie. - T asks Ss some questions: ? Do you like reading book? ? What is your favorite book? - Ss listen and answer - T explains the tasks - Ss listen carefully While – listening - T plays the recording - T has them listen to circle the speaker’s favorite kind of book. - Ss listen and share the answers with their partners - T has Ss give the answers - T plays the recording the second time - Teacher checks their answers - T demonstrates the activity - Ss read through the sentences - T has students listen to the recording again and fill in the blanks. - Ss listen - T has Ss compare the answers with their partners - Ss do as requested - T plays the recording again - Ss listen and check as a whole class. Production - T demonstrates the activity by showing the picture of story book “Harry Porter” - Ss observe - T has Ss listen to the recording and repeat. 1. What’s your favorite book? 2. What kind of book is it? 3. Who’s the author? 4. Why do you like it? - T shows some pictures of different books - Ss practice in pairs. - T has some pairs speak aloud in front of the class. - Ss do as requested Task a. Listen to some students talking about books. Circle their favorite kind of book Answer: Grace : mystery Jamie : adventure Task b. Now, listen and fill in the blanks. Answer : 1. Author 2. Interesting 3. Exciting 4. Author C. 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 exercise in the workbook Comment:……………………………………………………………………………………………………………………………………………………………………  Date of planning: 07/10/2022 Period 18 UNIT 2: SCHOOL Lesson 3.2: (p. 21) Reading + Speaking I. Objectives: 1. Knowledge and skills: By the end of this lesson, students will be able to understand a review book, write a review about your favorite book. Vocabulary: interesting (a), peaceful (a), village (n), think – thought (v), wind (n) 2. Competencies: - Students are able to use the knowledge to complete the exercise, practice language aspects in communicative situation. - They practice reading the book review and get some useful knowledge about the reading text. - They will also develop communicative and team-working skills through learning activities and illustrate problem-solving and critical-thinking skills through learning activities 3. Qualities: - They are active to broaden and percept the knowledge. - They will have good attitude to working in groups, individual work, pair work and cooperative learning. - They can have good attitude to reading book. II. Teaching aids: - Teacher’s aids: student’s book, teacher’s book, CDs, flashcards, IWB software, projector/interactive whiteboard/TV. - Students’ aids: Student’s book, notebook, workbook. III. Procedures: 1. Organization 1’ Class Date of teaching Absent students 6A 6B 6C Teacher’s and Students’ activities Contents A. Activity 1: Warm – up (5’) a) Objective: To create Ss’ excitement to take part in the new lesson. b) Content: Students watch short movie and answer the questions c) Products: Students know how to use the knowledge they have learned and have the excitement before joining in the new lesson. d) Organization of activity: Short clip movie: Yellow flowers on the Green Grass - T has students watch a trailer clip of the film, asks students if they know about this movie. 1. What is the name of the film? 2. Who is the author of this story? 3. Do you know characters in this movie? 4. Who is the director of the film? - Ss listen and answer - T leads to the new lesson Suggested answers “ 1. Yellow flowers on the green grass. 2. Nguyen Nhat Anh 3. Yes, Thieu – a main character 4. Victor Vu B. Activity 2: Reading(35’ a) Objective: Students will be able to read the book review to get some information and circle “True” or “False” for each sentence. b) Content: Read the book review and circle “True” or “False” for each sentence. c) Product: Ss will understand the reading text and complete the exercise. d) Organization of the activity: Pre -reading - T uses the context, simple English, pictures to illustrate the meaning of the words - T has Ss listen and repeat each word. - Ss repeat in chorally and then individually - T corrects student’s pronunciation if necessary. - T has students match the column A (English) with B (Vietnamese) While- reading - T demonstrates the activity by making model. - Ss observe - T has Ss work in groups, read the text together and decide True / False. If False, try to understand why it’s wrong. - Ss read through the sentences and underline the key words - T has some groups share their own answers. - Ss give the answer - T checks, corrects and asks if the sentences are false. Production - T has Ss answer some questions - Ss listen and answer - T leads to the new activity: Speaking • New words: - Intersting (a) /'intrəstiŋ/: thú vị - peaceful (a) /'pi:sfl/: hòa bình, thanh bình - wind (n) /wind/: gió - think - thought (v) /'θiŋk/: nghĩ, suy nghĩ Checking new words Read the book review and circle “True” or “False” Answer: 1. TRUE 2. FALSE 3. FALSE 4. FALSE 5. TRUE 6. TRUE Questions: What is your favorite book? What kind of book is it? Who is the author? Who is the main character? C. Activity 3: Speaking a) Objective: Help students identify the language materials, practice asking and answering their favorite books. b) Content: Students swap roles to practice the conversation and then make the similar conversation about their favorite books. c) Products: Students will practice the language successfully. d) Organization of activity: Pre- speaking - T models the conversation with a student. - Ss listen - T corrects the pronunciation if possible. While - speaking - T has Ss work in pairs, practice the dialogue, then swap the roles. - Ss practice in pairs - T calls on some pairs to speak aloud again. - Ss do as requested - T notices the information in the conversation, has students underline them. - T has Ss use the given information to make similar conversation. - Ss work in pairs. - T has some pairs share their ideas with class - Ss do as requested. Post – speaking - T has Ss practice asking and answering with the book they know. - Ss work in pairs - T calls on some pairs to practice in front of the class. - Ss do as requested - T corrects the pronunciation mistakes if necessary. Consolidation: talk about subjects they like and dislike at school, use some sentences / phrases to pass turn to someone after finishing speaking and listen for gist and details about school subjects. Task a: With your partner, role play the conversation in the box. Task b. Make similar conversation about your favorite book. D. Homework - Teacher guides students to have a look back on the lesson at home, learn the new words and get ready for the next lesson. - Students: Learn the new words by heart and prepare for the next lesson.