Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 23:14 11/11/2023
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Mô tả: Date of planning: 11/11/2022 Period 31 UNIT 3: FRIENDS Lesson 3.2 – Reading and Speaking ,Writing (p. 29) I. Objectives: 1. Knowledge and skills: Skill: Writing, Reading, Speaking By the end of this lesson, students will be able to read and describe personal characters, write an email about your best friend 2. Competencies: - Students can use the knowledge to complete the exercises - They will improve their writing skill - 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 learning English. - 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: -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: 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(10’) 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(10’) 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. Teacher’s and Students’ activities Contents A. Activity 1: Warm up(5’) 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: T asks Ss some questions c) Product: Ss can answer the T’s questions d) Competence: Collaboration, critical thinking e) Organization of the activity: - T asks Ss some questions ? Do you have a best friend? ? What is her/his name? ? How old is he/she? ? What does he/she look like? ? What does he/she do? - Ss listen and answer - T leads to the new lesson Activity 2: Writing(15’) a) Objective: Ss can write an email about their best friend. b) Content: writing an email about their best friend, 40 to 50 words c) Products: Ss can use what they have learnt in producing an informal email writing. d) Competence: Collaboration, communication, critical thinking and creativity. e) Organization of the activity: Pre writing - T demonstrates the activity - Ss listen - T asks Ss focus on the Writing Tip box, remind Ss to follow the outline - T explains the format of an e-mail - Ss listen While - writing - T has Ss write an email about their best friend - Ss work individually - T calls on some Ss write their email on the board (If Ss write in the extra board, have them hang the extra board on the big board) - The rest of Ss write on their notebooks. - T calls on some Ss to check their friends’ writings, correct Ss’ writings if necessary. - T gives evaluation Post – writing - T puts Ss into groups. - In groups, choose a person and describe their appearance and personality. Let your friends guess. - Ss work in groups and do as requested *Consolidation write an email about your best friend Write an email about your best friend. Suggested writing Dear Peter, Thanks for your email. Your best friend seems really nice. Let me tell you about my best friend. My best friend is Lan. She’s 12 years old. She’s a student. She’s my classmate at school. She’s very friendly ad funny. She likes making new friends and telling jokes. She’s tall and thin. She has brown eyes and short hair. Write back soon, Britney Game: Who’s who? Example: A: He’s tall. He has glasses. He’s funny. He’s creative too. He isn’t lazy. B: Is it Minh? A: Yes./ No, try again. Homework(3’) - 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 the writing exercise in workbook - Prepare for the next lesson: Review Comment:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………   Date of planning: 11/11/2022 Period 32 UNIT 3: FRIENDS Review (p. 90) I. Objectives: 1. Knowledge and skills: By the end of this lesson, students will be able to review people’s appearance and character, activities friends do together. Vocabulary: words relate to people’s appearance and character, activities friends do together. Structure: conversation skills. Pronunciation : /bl/ sound & the position of primary stress. Skills : Reading, Speaking, Writing, Listening 2. Competencies: - Students can use the knowledge to complete the exercises - They will improve their language 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 learning English. - 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: -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: Introduce the new lesson and set the scene for Ss to review the target 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: Revision of vocabulary. c) Product: Ss can be ready for the lesson. d) Competence: Collaboration, critical thinking. e) Organization of the activity: - T looks at the instructions and find down 3 things as required. 1. Find down 3 things you often share with your friends. 2. Find down 3 adjectives talking about appearance 3. Find down 3 adjectives talking about personality - Ss listen and answer GAME: “Three little thing” Answer: 1. Homework; school things; fashion 2. Tall, slim, beautiful 3. Friendly; funny; helpful B. Activity 2: Listening(10’) 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 skills. e) Organization of the activity: Pre listening - T elicits the request of the task. - T asks some questions - Ss listen and answer. While- listening - T plays the recording. First, T asks Ss to listen only. - Ss listen - Then T plays the recording again and allows Ss to choose the correct answer as they listen. - Ss compare their answers with their friends and give the answers - T plays the recording the last time - T checks and corrects as a whole class You will hear Jenny and Tom talking about their brothers and sisters. For each question, choose the correct answer. Answer: 1. B 2. C 3. B 4. C5. A C. Activity 3: Reading(10’) a) Objective: Ss can improve reading skill. b) Content: Reading a text and choose the correct answer. c) Products: Ss read for comprehension and get familiar with the reading test format. d) Competence: Collaboration, analytical and synthesizing skills. e) Organization of the activity: Pre- reading - T introduces the situation and elicits the request of the task (Look at the text and complete the sentences). - Ss listen and do as requested - T reminds the present simple tense and present continuous tense. - Ss listen While reading - T has Ss read through the text and options - Ss read - T asks Ss to work in pairs to fill in the blanks. - Ss work in pairs - T gets the answers from students, checksand corrects. Read the text. Choose the best word (A, B or C) for each space. Answer: 1. A 2. C 3. A 4. C5. B D. Activity 4: Vocabulary(15’) a) Objective: Ss can review vocabulary about appearance, characteristics and activities b) Content: Writing the correct words from the unit on the lines. c) Products: they can use these vocabularies correctly, confidently in communication. d) Competence: Collaboration, analytical and synthesizing skills. e) Organization of the activity: - T explains the exercise clearly - Ss work in pairs to write the correct words from the unit on the lines. The first letter is already there. - T checks and gives feedback. Answer: 1. kind 2. mall 3. party 4. badminton 5. blond 6. lazy 7. glasses E. Activity 4: Grammar a) Objective: Ss can review the use of English: The Present and Present Continuous. b) Content: Circling the correct words. c) Products: Ss can review the target language learnt and use it correctly, confidently in communication. d) Competence: Collaboration, communication, analytical and synthesizing skills. e) Organization of the activity: - T has Ss review the present continuous tense. - Ss work individually, circle the correct words. - T has Ss compare the answers with their friends - Ss compare the answers - Some students give the answers. - T asks student to give explanation for each answer. - T checks and gives feedback. Answer: 1. is 2. doing 3. like 4. Is 5. not 6. does 7. having F. Activity 6: Pronunciation a) Objective: Ss can review the word stress, vowels and consonants b) Content: Circling the word that has the underlined part pronounces differently from the others and circling the word that has different stress from the rest. c) Products: Ss know how to pronounce these words correctly in communication. d) Competence: analytical and synthesizing skills, communication, collaboration. e) Organization of the activity: - T explains how to do the task of the lesson. - Ss work in pairs, complete the exercise - Some students give the answers by reading aloud all words before choosing the correct one. - T checks and corrects. *Consolidation review people’s appearance and character, activities friends do together. Circle the word that has the underlined part pronounced differently from the others Answer: 1. B 2. C 3. D Circle the word that differs from the other three in the position of primary stress in each of the following sentence. Answer: 1. A 2. B3. 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: Write the adjectives into correct boxes tall; lazy; kind; slim; fat; funny; friendly; selfish; short; handsome Review all words and grammar notes of the lesson. Comment:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Date of planning: 11/11/2022 Period 33 UNIT 4: FESTIVALS AND FREE TIME Lesson 1.1 (p. 30): New words + Listening I. Objectives: a. Knowledge and skills: By the end of this lesson, students will be able to talk about how often you do activities in your free time  Vocabulary: gain vocabulary items about adverbs of frequency (often, never, sometimes, always, rarely, usually)  Structure : use adverbs of frequency in sentences S + Adverbs + V S + Be + Adverbs 2. Competencies: - 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 improve their 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 spend a suitable amount of time on studying and relaxing. - 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: 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 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: Play the game: Missing letters and answer the questions: “How often….?” c) Product: Ss can review some verbs and adverbs of frequency. d) Competence: collaboration, communication, guessing e) Organization of the activity: - T put the words with some missing letters on the board. Let’s find out the correct words from these words relating to free time activities. - Ss listen -T calls on Ss to come to the board and write the correct words. - Ss do as requested - T give feedback - T asks Ss some questions How often do you ride a bike? How often do you play football? How often do you read books? How often …? - Ss answer - T gives feedback and lead to the new lesson: the way to express how often something happens - Play a game: Missing letters * Missing letters 1. P_ A _ =>PLAY 2. R I _ E =>RIDE 3. W A T _ _=>WATCH 4. _ E A _ => READ 5. G _ =>GO 6. S W _ _ => SWIM B. Activity 2: New words(20’) a) Objective: Ss know words to describe how often something happens. b) Content: - Vocabulary (adverbs of frequency) - Writing 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 uses simple English and show adverbs of frequency levels to teach new words. - Ss listen and give the meanings T has Ss listen and repeat each new word. (chorally – individually) Ss repeat - T corrects student’s pronunciation if necessary. + Checking vocabulary: Matching - T shows the words and the levels to students to match. - Ss do as requested Practice - T demonstrates the activity - Ss listen - T has Ss work in pairs, fill in the blanks, use the words given. (exercise a/p. 30) - Ss work in pairs - T checks answers as a whole class - T plays audio (CD1 – Track 41) and asks Ss to listen and repeat - Ss listen and repeat. - T correct Ss’ pronunciation Production Speaking (exercise b/p. 30) - T makes example sentences with these words. - Ss observe - T has Ss pay attention to the position of the adverbs of frequency - Ss listen - T asks Ss to work in pairs to write an activity under each adverb - Ss work in pairs - T lets Ss take turns to make sentences using the adverbs and the activities, then present in front of the class - Ss work individually - T checks and corrects. New words: 1. Never (adv) /ˈnevər/: không bao giờ 2. rarely (adv) /ˈrerli/: hiếm khi 3. sometimes (adv) /ˈsʌmtaɪmz/: thỉnh thoảng 4. often (adv) /ˈɔːfn/: thường thường 5. usually (adv) /ˈjuːʒuəli/: thường xuyên 6. always (adv) /ˈɔːlweɪz/: luôn luôn Checking new words: Matching Task 1: Fill in the blanks Answer: 1. never 2. rarely 3. sometimes 4. often 5. usually 6. always Write an activity under each adverb. Take turns to use them in a sentence. Example. 1. I never watch movies. 2. Lisa rarely plays computer games. 3. …….. Positions of adverbs of frequency: - in front of normal verb. - between an auxiliary verb and the main verb. - after the verb “to be”. B. Activity 2: Listening(15’) a) Objective: Ss can make questions or answer the questions to develop a conversation, and they can aslo finish the listening task in the textbook. b) Content: Listening to 2 students talking about free time activities c) Products: Ss can apply the useful language in listening for main ideas and for details. d) Competence: Collaboration, communication, analytical and synthesizing skills. e) Organization of the activity: Pre- listening - T shows the pictures of free time activities and asks Ss to name these activities. - Ss do as requested - T sets the scene. - Ss listen While - listening - T asks Ss to listen and answer the questions. (exercise a/p. 30) - T has students look at the questions. - Ss do as requested - T plays audio - Ss listen and answer the questions by circling "Yes" or "No." - T has Ss share the answers with their friends - Ss compare - T plays the audio again and checks answers as a whole class. - T demonstrates the activity. - T has Ss read the sentences - Ss read the sentences. - T plays the audio (CD1 – Track 42) and has Ss listen and fill in the blanks - Ss listen - T play one more time for Ss if they can’t find all answers - T has Ss compare the answers - Ss compare and give answers - T checks answers as a whole class - T gives feedback and evaluation Post- listening Speaking. - T asks Ss to make the sentences with adverbs of frequency about free time activities. - Ss work individually and then exchange answers with their partners. - Some students present in front of the class. Task 1. Listen to Lisa and Max talking about free time activity. Does Max like reading? Answer: “No” Task 2: Now, listen and fill in the blanks Answer keys 1. always 2. never 3. usually 4. often 5. sometimes Example: Student A: I usually play tennis in my free time. Student B: I never go to the cinema after school. Student C: ……… Homework(2’) Teacher asks Ss to look back on the lesson and do the exercises in WB, prepare for the next lesson Students: Make five sentences about yourself, using adverbs of frequency Comment:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..