Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 3/19/23 10:12 PM
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Mô tả: Date of planning: 18/03/2023 Period 79 UNIT 8: THE WORLD AROUND US Lesson 1 – Part 3 (Page 64) – Pronunciation, Practice and Speaking I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - practice pronouncing/ giving stress for most gerunds correctly; - make arrangements for a class trip; 2. Ability - improve speaking skill; - develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations; 3. Quality - Have a positive attitude in English language learning so that they actively participate in all classroom activities, especially about the topic “The world around us”. II. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player, handouts… III. PROCEDURES Date of teaching Class Attendance Absence Permission Non-permission 6A 6B 6C A. Warm up: (5’) a) Objective: To help Ss relax and review the language learnt b) Content: Asking and answering c) Product: Ss can review the language learned earlier. d) Competence: Collaboration, communication, critical thinking and creativity e) Organization of the activity: Teacher’s activities Students’ activities * Chatting: - Have Ss work in pairs asking and answering the question ‘Where should we go for our summer vacation?’ - Walk around to give support if necessary - Answer the question with a partner B. New lesson (35’)  Activity 1: Pronunciation (Word Stress) (5’) a) Objective: To stress for most gerunds correctly. b) Contents: - Listening and crossing out - Listening and focusing on the underlined letters c) Product: Ss can give correct stress for most gerunds. d) Competence: Communication, collaboration e) Organization of the activity: Teacher’s activities Students’ activities * Presentation: a. Stress the first syllable for most gerunds. - Briefly explain the pronunciation/ word stress feature. b. Listen to the words and focus on the underlined letters. - Play the audio and draw attention to the pronunciation/ word stress feature. (CD2 - 31) - Play the audio again and ask Ss to listen and repeat with a focus on the word stress. * Practice c. Listen and cross out the one with the wrong word stress. - Play the audio and draw attention to the word stress feature. (CD2 - 32) - Play the audio again and check answers. d. Read the words with the correct stress to a partner. - Have Ss say the words given with a partner - Give help if necessary - Listen carefully to how to stress for most gerunds. * Notes: Stress the first syllable for most gerunds. (The -ING ending is always unstressed). * Ex: doing hoping seeing standing .... - Listen and notice the word stress individually. - Listen and repeat individually. Ex: camping hiking kayaking - Listen and cross out the one that doesn't use the correct pronunciation/ word stress feature. *Ex: playing rafting Answer key: rafting – wrong The stress is on the second syllable. - Practice saying the examples with a partner using the word stress feature.  Activity 2: Practice (15’) a) Objective: To make plans for a trip. b) Contents: - Practicing the conversation - Swapping roles and repeat - Practicing with their own ideas c) Product: Ss can use the language presented to make plans for a trip. d) Competence: Collaboration, communication, critical thinking, creativity e) Organization of the activity: Teacher's activities Students' activities * Practice: a. Practice the conversation. Swap roles and repeat. - Set the context for the speaking task. - Demonstrate the activity by practicing the role-play with a student. - Have Ss practice the conversation. - Ask Ss to swap the roles and repeat. - Have students demonstrate the conversation Teacher should ask some weaker pairs to have more practice. * Production b. Practice with your own ideas. - Have Ss practice the conversation with their own ideas and swap the roles. - Practice the role-play with teacher. - Work in pairs to practice the conversation. (closed pairs) - Swap the role and repeat using the prompts/ cues on the right. (closed pairs) - Demonstrate the activity in pairs in front of the class. - Work in pairs. - Demonstrate the activity in pairs in front of the class.  Activity 3: Speaking – Making Arrangements for a Class Trip. (15’) a) Objective: To make arrangements for a class trip. b) Contents: - Working in pairs - Role-playing the activities c) Product: Ss can use the language learned to make arrangements for a class trip in English. d) Competence: Collaboration, communication, problem-solving, creativity e) Organization of the activity: Teacher's activities Students' activities * Pre-speaking: a. You are making plans for a class trip. Work in pairs. Student B, Turn to page 124, File 10. Student A, answer Student B's questions about Hang Tiên Caves, then ask Student B question about Cúc Phương National Park and complete the table. - Have Ss study the task - Have 01 S to model the conversation * While - speaking - Have Ss practice speaking the conversations. - Have Ss take turns asking and answering to complete the table. - Have some pairs demonstrate the role- play in front of the class. * Post -speaking: b. Where are you going to go? - Let Ss practice asking and answering. - Have some pairs practice asking and answering. - Practice the dialogue with teacher. - Student A stays on the current page and student B turns to page 124, File 10. - Work in pairs to practice the dialogue/ conversation. - Work in pairs. - Work in pairs. C. Consolidation (2’) * Word Stress: Stress the first syllable for most gerunds * Asking and answering about making arrangements for a class trip Where should we go on our trip? What can we do there? How should we go there? Where can we stay? Where are you going to go? We’re going to go to… . D. Homework (3’) - Practice stressing for most gerunds correctly. - Make arrangements for a class trip. - Do homework: Writing b on page 45 in workbook. - Prepare for the next lesson: Unit 8 - Lesson 2: New words and reading on page 65. ***************************** Date of planning: 18/03/2023 Period 80 UNIT 8: THE WORLD AROUND US Lesson 2 - Part 1 (Page 65) – New words and Reading I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - talk about things they need for a trip; 2. Ability - improve speaking skill and read for specific information; - develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and other skills 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities, especially about the topic “The world around us”. II. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player, handouts… III. PROCEDURES Date of teaching Class Attendance Absence Permission Non-permission 6A 6B 6C A. Warm up: (5’) a) Objective: To help Ss relax, checkup and interest the topic of the lesson. b) Content: Chatting c) Product: Ss can make arrangements for a class trip. d) Competence: Collaboration, critical thinking, communication. e) Organization of the activity: Teacher’s activities Students’ activities - Greet students with a big warm/lovely smile to make students feel motivated. * Option 1: - Ask Ss some information about their plans for their next summer trip. * Option 2: - Elicit things which they often need for a trip from the students. - Role-play with teacher. - Talk about their plans/ things they need for a trip with a partner. * Possible answers: camera, ball, food, drinks, tents, umbrellas, compass, backpack, sun cream, walking boots, painkillers, ... B. New lesson (35’)  Activity 1: New Words (15’) a) Objective: To get Ss learn some new words relating to the topic. b) Content: - Filling in the blanks - Listen and repeat c) Product: Ss can acquire new vocabulary and use them to talk about what they need for a trip. d) Competence: Communication, collaboration, presentation, creativity e) Organization of the activity: Teacher’s activities Students’ activities * Presentation: a. Fill in the blanks. Listen and repeat. - Pre-teach new words by using pictures/ visuals * Checkup vocabulary. What and Where (Teacher - whole class) - Write and circle each new word/ phrase on the board. - Ask students to repeat chorally. - Rub out the word one by one. - When all the circles are empty, ask students to repeat again; make sure the students can remember the words in the right circles. - Invite some students to go on the board and write the words in correct circles again. - Ask students to fill in the blanks. - Give feedback and correct. * Practice b. What do you use these things for? Ask and answer. - Give an example and demonstrate the role-play. Ex: What do you use a flashlight for? - Have Ss say what the items in Task a can be used for. - Have Ss practice asking and answering in pairs. * Production - Encourage Ss to ask and answer about things they often need for their trips/ camping/ picnic. - Look at the pictures and give the meaning of new words and write down new words in their notebooks. * New words: sleeping bag (n) túi ngủ flashlight (n) đèn pin bottled water (n) nước đóng chai tent (n) lều battery (n) pin pillow (n) gối towel (n) khăn - Repeat the words chorally. - Repeat and remember the words in their circles. - Go to the board and write the words in correct circles again. - Fill in the blanks. * Answer keys: 1. battery 2. bottled water 3. flashlight 4. pillow 5. towel 6. sleeping bag 7. tent - Demonstrate the role-play with teacher. => To see when it's dark. - Work in pairs. (closed pairs) - Demonstrate the activity. * Possible answers: - When we're lost. (compass) - Because it's so hot today. (sun cream) - Because my head hurts (painkillers - Thuốc giảm đau) - Because all my things are in .......(backpack)..... - Work in pairs and perform your role-play.  Activity 2: Reading (20’) a) Objective: To read for specific information b) Content: - Reading the messages - Circling the things on the list - Answering the questions c) Product: Ss can read and understand the messages. d) Competence: Collaboration, communication, critical thinking, analytical and synthesizing skills. e) Organization of the activity: Teacher's activities Students' activities a. Two friends are messaging about their camping trip. Circle the things on the list Jill and Dave need to bring. Pre - reading: - Have Ss study the task (identify what is required, explore the heading/ picture…) - Have Ss look at the messages and the list. * While - reading: - Have Ss read the message and circle the things on the list. - Give feedback and correct the answer. b. Read the messages again and answer the questions. - Let Ss look at the questions. - Have them read the message again and answer the questions. - Give feedback and correct the answers as a whole class. * Post – reading - Encourage Ss to make message about their trips/ camping/ picnic. - Explore the task - Read and circle the things on the list Jill and Dave need to bring individually. - Share the answers with their partners (in pairs). - Check the answer as a whole class. * Answer keys: sleeping bag battery flashlight - Look at the questions individually. - Read the message again and answer the questions individually. - Give answers * Answer keys: 1. (It’s) next week. 2. He was sick. 3. They need batteries. 4. They don't need to bring any food. C. Consolidation (2’) * Vocabulary: sleeping bag, flashlight, bottled water, tent, battery, pillow, towel, ... * Question words: What…? When…? D. Homework (3’) - Learn new words by heart. - Talk about things you need for a trip. - Practice asking and answering what things they use these things for. - Do homework: a, b and listening on page 46 in workbook. - Prepare for the next lesson: Grammar on page 66. - Ask them to think of what things we should bring with for a picnic/ camping/ trip. ******************* Date of planning: 18/03/2023 Period 81 UNIT 8: THE WORLD AROUND US Lesson 2 - Part 2 (Page 66) - Grammar I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - use "so" to show a result of something; - grammar: compound sentences with "so"; 2. Ability - improve the use of language - develop the ability to communicate and cooperate with their partners, to self-study and other skills 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “The world around us”. II. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player, handouts… III. PROCEDURES Date of teaching Class Attendance Absence Permission Non-permission 6A 6B 6C A. Warm up: Play "Bingo" (5’) a) Objective: To help Ss relax and make students feel motivated. b) Content: Chatting c) Product: Ss can review the language presented earlier d) Competence: Collaboration, communication, guessing/critical thinking e) Organization of the activity: Teacher’s activities Students’ activities BINGO (Teacher - whole class) - Ask each S to take a small piece of paper. - Prepare a list of words: battery, bottled water flashlight, pillow, towel, sleeping bag, tent, camera, ball, ... - Call out each word, have Ss cross each word called (The first person crossing out all 5 words shouts" Bingo" and wins the games) - Let them choose and write down 5 words on their papers. - Listen to the teacher carefully and cross each word called B. New lesson (35’)  Activity 1: Grammar (8’) a) Objective: To help Ss know the use of the conjunction " so". b) Content: Listening and repeating c) Product: Ss can understand the conjunction "so" to show a result of something. d) Competence: Communication, collaboration e) Organization of the activity: Teacher’s activities Students’ activities * Presentation: a. Listen and repeat. - Set the scene and have Ss look at the picture. - Play the audio. (CD2 – 34) - Play the audio again. - Explain the language focus - conjunction "so". - Listen and follow the conversation. - Listen and repeat. - Look at the grammar explanation and copy down in their notebooks. * Conjunction: SO - We use "so" to show a result of something. Ex1:" I had a bad cold, so I didn't go to school. Ex2: We are going to kayaking, so you need to bring towels. - Read the sentences aloud.  Activity 2: Practice (27’) a) Objective: Ss can practice the junction ‘so’ b) Content: Matching the two halves, filling the blanks c) Products: Ss can join the clauses to make better sentences using ‘so’ d) Competence: Collaboration, creativity, communication, e) Organization of the activity: Teacher’s Activities Students’ Activities b. Match the two halves of the sentences. - Demonstrate the exercise using the example. - Give time for Ss to do the task - Have Ss work in pairs to cross check the answers - Give feedback and correct the answers. c. Look at the table and write Tim's answers. - Have Ss study the task - Demonstrate the activity by using example. - Have Ss look at the table given and write the answers. - Check the answers with a partner - Give feedback and correct the answers. d. Now, practice the conversation with your partner. - Ask Ss to practice the conversation with a partner - Go around and give support if necessary - Invite some pairs to deliver the conversation. - Listen carefully. - Read the sentences and match the two halves of the sentences individually. - Share the answers with their partners. - Give the answers and say the whole sentence. * Answers: 1.B 2.F 3.A 4.C 5.D 6.E - Explore the task - Observe the model given by the T - Read the dialogue carefully individually. - Write the answers individually. - Share the answers with their partners. * Answer keys: 2. Yes, we should, so we don't get thirsty. 3. Yes, we should, so we don't get cold. 4. Yes, we should, so we have something to read. 5. Yes, we should, so we don't get hungry. 6. Yes, we should, so we can buy presents. - Work in pairs. (closed pairs) - Demonstrate the conversation in front of the class. C. Consolidation (2’) * Conjunction “so” Form: Sentence A + so + sentence B. Usage: to show a result of something. D. Homework (3’) - Learn the use of conjunction "so". - Do exercises: Grammar a, b on page 47 in workbook. - Prepare for the next lesson: UNIT 8 - Lesson 2 – Pronunciation - Speaking on page 67. - Ask them to think of what they need to prepare for a camping trip.