Giáo án Tiếng Anh 6 - Tuần 13 - Năm học 2023-2024
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Date of preparing: 25/11/2023 Period 33: UNIT 5: NATURAL WONDERS OF VIET NAM Lesson 2: A closer look 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Natural wonders of Viet Nam; - use the vocabularies and structures to talk about famous natural places; pronounce and recognize the sounds /t/ and /d/. 1. Knowledge: * Vocabulary: words related to the topic “things in nature” and “travel items” * Grammar: Sounds: /s/ and /st/ 2. Competences: Knowing the necessary items for travelling; - Co-operation, self- study, using language to do exercises. 3. Quality: To teach SS to love travelling. II. TEACHING AIDS 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 5, A closer look 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . III. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation * Content: Choose correct words and pictures on the board * Products: Students choose correct words and pictures on the board.( team work) * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Game: * PELMANISM - Teacher divides the class into 2 teams. Example: - Teacher put 12 sets of numbers, one includes pictures and the ame of picturess. - Members from two teams choose the pair of number . - The group with the most correct word will be the winner cave - T leads in the lesson : These are natural wonders. If you visit these places, What will you bring? - ”“ Now we are going to some vocab about travel items” 2. Presentation (7’) (Vocab- pre-teach) * Aim: To teach students some places and adjectives describing ones in a neighbourhood. * Content: Some vocab about travelling items. * Products: read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Vocabulary * Pre teach vocabulary -plaster (n): miếng dán, gạc y tế - Teacher use different techniques to teach - sleeping bag (n): túi ngủ vocab (pictures, situation, explaination ..) - backpack (n): ba lô - Repeat in chorus and individually - compass (n): la bàn - Copy all the words - suncream (n): kem chống nắng - scissors (n): cái kéo * Checking vocab: < Rub out and remmember> 2. Practice (10’) Task 1: (5’) * Aims: To revise/ teach the names of travel items. * Content: Write a word under each picture. Practise saying the words. * Products: Students give answers correctly and whole class Practise saying the words. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Write a word under each picture. -Teacher asks students to write the suitable Practise saying the words. word under each picture in 2 minutes. * Answer key: - Students do the task. 1. plaster -Teacher calls some students to give their 2. suncream answers. 3. sleeping bag -Teacher gives feedback and corrections (if 4. scissors necessary). 5. backpack 6. compass Task2: (5’) * Aims: To help Ss practise using the travel items in 1 in context. * Content: Complete the sentences with the words in task 1. * Products: Ss say the answers ( pair work)correctly aloud * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences with the - Teacher asks students to work in pairs and words in task 1. (p. 50) use the words in task 1 to complete the * Answer key: sentences. 1. compass - Students work in pairs and do the task. 2. suncream - Teacher calls some pairs to share their 3. sleeping bag answers with the whole class. 4. backpack - Teacher gives feedback and corrections (if 5. plaster necessary). Task 3: (5’) * Aims: To teach students some words/ phrases related to travelling items * Content: Put the items in order of usefulness. Number 1 is the most useful, number 6 is the least useful on holiday. * Products: Students share their answers as a whole class and give comments * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Now put the items in order of - Teacher asks students to work in groups of usefulness. Number 1 is the most useful, three. number 6 is the least useful on holiday. (p. - Teacher gives students 3 minutes to discuss 50) and put the item in the order of usefulness. - Teacher asks students to share their * Example: answers as a whole class. 1. backpack 2. sun cream 3. plaster - Teacher gives corrections (if necessary). 4. scissors 5. compass 6. sleeping bag * PRONUNCIATION (Pre-teach the sounds /i/ and /i:/) * Aims: To help students to identify how to pronounce the sounds /t/ and /d/. * Content: PRONUNCIATION Sounds /t/ and /d/ * Products: Read and know how to pronounce the sounds * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss - Teacher introduces 2 sounds /t/ and /d/ to PRONUNCIATION students and lets them watch a video about * Sounds /t/ and /d/ how to pronounce these two sounds. - Teacher asks students to give some words * Suggested answers: they know containing these sounds. /t/: plaster, tower, letter, desert, want /d/: need, island, guide, holiday, pagoda * Practice Task 4:(5’) * Aims: To help students identify and practise the /t/ and /d/ sounds. * Content: Listen and repeat the words with sounds /t/ and /d/ * Products: Ss pronounce words correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 :T-Ss, Task 4: Listen and repeat the words. (p. 51) - Teacher asks students listen to the /t/ /d/ recording for the first time. - Teacher asks students to listen and repeat mountain wonder the words for the second time. waterfall island desert guide plaster holiday Task 5: (5’) * Aims: To help students practice the sounds /t/ and /d/ in sentences. * Content: Listen and repeat. Pay attention to the bold-typed parts of the words * Products: Whole class practise reading. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher plays the recording for students to Task 5: Listen and repeat. Pay attention to listen and asks students to repeat the the bold-typed parts of the words. (p. 51) sentences after they listen. - Teacher calls some students randomly to 1- Where's my hat? - Oh, it's on your head. read the sentences and gives correction (if 2. Where do they stay on their holiday? necessary).. 3. I need some meat for my cat. 4. The Sahara is a very hot desert. 5. I want to explore the island by boat. 3. Production (5’) * Aim: To give students chance to apply what they have learnt. * Content: Game: Whispering * Products: Students plays on groups. * Organization of implementation: - Teacher divides the class into 4 big groups * Game: Whispering and asks students to stand in four lines. * Suggested sentences: - The member in the last place will make a 1. I must bring a plaster when going camping. sentence containing at least a word and a 2. I want to visit a famous desert in the world. sound they have learnt; then, whisper the 3. He lives in a quiet island. sentence to the next member of the group. They will continue until the member in the first place and this member will say the sentence aloud. - The fastest group will win the game. 4. Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the sounds /t/ and /d/. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocabulary and how to pronounce the sound they have learnt in the lesson /t/ and /d/. 5. Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Learn by heart all the new words. the new lesson. - Find 5 more words with the sound /t/ and 5 more words with the sound /d/. - Prepare lesson 3 ( A closer look 2).. *- Evaluation: Date of preparing: 25/11/2023 Period 34: UNIT 5: NATURAL WONDERS OF VIET NAM Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be better able to: - use countable nouns and uncountable nouns; - use quantifiers some, many, much, a few, a little with countable nouns and countable nouns; - use “must” and “mustn’t” to make classroom rules. 1. Knowledge: * Vocab: lexical items related to the lesson. * Grammar: Countable & uncountable nouns; Modal verbs: must and musn‟t 2. Competences: Know how to use countable nouns and uncountable nouns; use quantifiers some, many, much, a few, a little and use “must” and “mustn‟t” . 3. Quality: To teach SS to work hard and love travelling. II. TEACHING AIDS 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 5, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . III. PROCEDURES: (STAGES) * Warm-up (5’) * Aim: To put students into English mode; attentive, interested and ready to participate and prime the class for a new topic. * Content: Game: Unscrambled words * Products: Ss write words in correct group. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Unscrambled words - T - Ss Giaoandethitienganh.info - Teacher divides the class into groups of 3-6 1. cream 5. juice students. 2. rock 6. butter - Teacher delivers a set of unscrambled words 3. island 7.backpack which are some countable and uncountable 4. rice 8. plaster nouns to each group. * Answer key: - Students will have to work in groups to solve The words “cream, rice, juice, butter” the quiz. are uncountable nouns. - The group with more correct sentences will be The words “rock, island, backpack, the winner. plaster” are countable nouns. - Teacher provides or confirms the answers and lead in the grammar focus of the lesson: - Lead in Today we are going to learn more about countable and uncountable nouns. 1. Presentation 1 (10’) * Aim: To elicit/ show the students when and how the uncountable and countable nouns are used in sentences as well as when and how the quantifiers are used. * Content: Grammar: Countable and Uncountable nouns: * Products: Understand ans know how to use Countable and Uncountable nouns. * Organization of implementation: Teacher’s and Ss’activities Content * Pre – grammar. * GRAMMAR: - T - Ss 1/ Countable and Uncountable nouns: - Teacher draws students’ attention to the underlined words and confirm the use of - “Countable nouns are for the people and countable and uncountable nouns things we can count using numbers. Countable nouns can be singular." - “Uncountable nouns are for the things that we cannot count with numbers. They usually -Teacher then asks students to give some do not have a plural form.” more examples of uncountable nouns that 1. uncountable nouns don't have a plural they know. form: cream, chocolate,... - Teacher reminds students to the “definition 2. countable nouns can be singular: a rock, of countable nouns” an island ..., or plural: rocks, islands... - T explains the usage and the form. - Ss listen and copy down. Task 1: Is the underlined noun countable Task 1: - T - Ss or uncountable? Write C (countable) or U - Teacher has students complete the (uncountable). (p. 51) underlined activity individually. Answer key: - Teacher then asks students to swap their 1 – C 2 – U 3 – U 4 – C 5 – U textbooks to check their classmates’ answers. Controlled practice 1 Task 2 (5 ’) * Aims: To check if students can use countable, uncountable nouns and quantifiers correctly. * Content: Choose the correct option for each sentence. * Products: Students say the correct keys aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Task 2: Choose the correct option for each - Teacher has students work on the exercise sentence. (p. 52) individually before they compare answers Answer key: with each other. 1. A - Teacher gives feedback as a class 2. B discussion. 3. A 4. B 5. A Presentation 2 (5)’ * Aims: To help how to use and practise “a, any, some, much, or many ”with countable and uncountable nouns in context. * Content: Grammar: Some, many, much, a few, a little: * Products: Understand and know how to use Some, many, much, a few, a little: * Organization of implementation: Teacher’s and Ss’activities Content 2/ Some, many, much, a few, a little: - Teacher gives students a handout of each * Answer key: definition of each quantifiers. How to use: Some, many, much, a few, a - Teacher has students work in groups of 4 to little: match the words in column A with definitions in column B. QUANTIFIERS USE 1. many countable nouns, usually in negative statements and Teacher then asks students to exchange their questions handout to check their classmates’ answers 2. much uncountable nouns, usually in negative - T explains the usage and the form. statements and questions - Ss listen and copy down. 3. a few countable nouns, means „some‟ 4. a little uncountable nouns, means „some‟ 5. some countable nouns, * Controlled practice 2 uncountable nouns - Ss work in pairs. Tell them to read the Task 3: Fill each blank with a, any, some, sentences carefully and find the right much, or many. words to complete the sentences. - Check the answers as a class Key: 1. Many 2. Any 3. Much 4 . some 5. a Presentation 3 * Aims: To elicit/ show the students when must and mustn't are used and how to make a sentence with these modals. * Content: Grammar: Modal verb: must / mustn‟t * Products: Understand and know how to use must / mustn‟t * Organization of implementation: Teacher’s and Ss’activities Content T - Ss 3/ Modal verb: must / mustn’t - Ask Ss to recall the conversation from + Form: . subject + must + base form GETTING STARTED: Alice - the leader subject + mustn’t + base form of the Geography Club tells Elena: But remember you must always be on time. + Usage: Alternatively,T may ask Ss such questions: - We use must to say that something is very Are you sometimes late for class?What does necessary or very important. your teacher say? - We use mustn’t to say that doing something Then encourage Ss to answer, using must I is not allowed. mustn't. For a weaker class,T may call on some Ss to give the Vietnamese equivalent of must I mustn't. Tell Ss to study the Remember! box, then give the rules of the modal verb must I mustn't.T may give some examples to clarify the use of must I mustn't to Ss. Task 4: (5’) * Aims: To help Ss practise using must / mustn't in context. * Content: Fill each blank with must or mustn't. * Products: Say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, Ss-Ss - Task 4: Fill each blank - - Teacher has students work on the with must or mustn't. exercise individually before they compare * Answer key: answers with each other. 1. must - Teacher gives feedback as a class 2. musn’t discussion. 3. must 4. mustn’t 5. must Freer Practice 2 Task 5 ( 5’) * Aims: Togive Ss m o re practice on using must or mustn't in the real context of their classroom. * Content: Read the classroom rules below. Write some more rules for you and your classmates * Products: Read their sentences in front of the class. * Organization of implementation: Teacher’s and Ss’ activities Content - Ask Ss to study sentence 1 (positive), and 1. Read the classroom rules below. Write sentence 2 (negative). some more rules for you and your Then ask them to think of the classroom classmates. rules (what they must do and what they mustn't do) and complete the sentences 3 1. We must arrive school on time. and 4, and write their own sentences for 5. 2. We mustn't get out of class before - Ss can share their ideas in pairs, and give breaktime. as many sentences as possible. 3. We must raise our hands when we want to - Call on some Ss to read their sentences in ask questions in classroom. front of the class. Discuss answers as a 4. We musn't gossip in class. class. 5. We must be gentle with each other. 6. We mustn't eat during lesson. 5. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content Teacher asks students to talk about what they + Grammar: countable nouns and uncountable have learnt in the lesson. nouns; - quantifiers some, many, much, a few, a little - “must” and “mustn’t” + form and usage. 4. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Do exercises in the workbook. the new lesson. - Prepare lesson 4 ( communication) *- Evaluation: Date of preparing: 25/11/2023 Period 35: UNIT 5: NATURAL WONDERS OF VIET NAM Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - make and accept appointments; - have knowledge about a travel guide; - use must and mustn’t to talk about what to prepare for a trip. 1. Knowledge: * Vocab: lexical items related to the lesson. * Grammar: Making and accepting appointments. 2. Competences : develop reading, speaking and co-operating skills. summarizing ; 3. Quality: To teach SS to work hard and love travelling. II. MATERIALS 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 5, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . III. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To review must and mustn‟t. To lead in the lesson about vocabulary and pronunciation. * Content: * GAME: Pass the ball (make a sentence with must/ mustn‟t) * Products: Ss play in group and say a sentence with must/ mustn‟t aloud * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * GAME: Pass the ball - T – Ss - Teacher plays the music. When music’s on, students pass the ball as fast as they can. - When music’s off, the student taking the ball has to make a sentence with must/ mustn‟t. - Lead in: - Teacher sets the scene. - They are Duong and Steven. Steven wants Duong to go picnic with him this Sunday. What structures can he use? If Duong agrees, what does he say? - Students give their answers. Teacher leads students into the lesson by telling about what they are going to learn: “We are going to learn how to make and accept appointments 2. Presentation ( 5’) * EVERYDAY ENGLISH * Making and accepting appointments Task 1: (5’) * Aim: To introduce how to make and accept appointmen * Content: Listen and read the short conversation, paying attention how to make and accept appointments * Products: Understand and know how to make and accept appointments; * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss Task 1: Listen and read the short - Teacher asks students listen and read the conversation, paying attention to the short conversation, paying attention to highlighted parts. the highlighted parts. Making appointments: - Teacher writes down highlighted parts on Let’s + V. the board and asks students what they are How about ? used to, which is used to make Accepting appointments: appointments and which is used to That’s fine. accepting appointments. Sure. - Teacher calls some students to share their opinions. - Teacher gives more explanations and elicit the form. 3. Practice (20’) Task 2: (5’) * Aims: To practice making and accepting appointments. * Content: Make a short conversation, following the example in Task 1. * Products: Some pairs to make a conversation in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Make a short - Teacher asks students to work in pairs conversation, following the example in Task 1. - Example: and make a short conversation, Huy: Nam, let's go to the supermarket this Sunday following the example. morning. - Teacher models with a volunteer. Nam: That's great. What time can we meet? - Students do the task in pairs. Huy: How about 8 o'clock? - Teacher calls some pairs to make a Nam: Sure, I'll meet you at that time. conversation in front of the class. - Teacher gives feedback and corrections (if necessary). Pre-Reading * A TOUR GUIDE * Aims: To help students set the scene. * Content: * Chatting: Look at the picture and answer the question. * Products: Ss say the answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, * Chatting: Look at the picture and answer - Teacher shows the picture and ask the question. students some questions: Next week, I am going mountain climbing. Can you guess where I am going to? (Himalayas) Before we go, what should we read? A -Can you guess where I am going to? (Himalayas) tour guide What information can you read in a tour guide? While-Reading (8’) Task 3:(5’) * Aims: To help students have knowledge about a travel guide. * Content: Read the travel guide entry, Make a list of the things you must bring to the Himalayas. * Product: Read and understand the text; calls some groups to give their correct answers * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T – Ss. Task 3: Read the travel guide entry. (p. 53) Teacher asks students to read the travel guide entry to check their guess and sets the time limit for reading task for 2 minutes. Task 4: T - Ss, Ss – Ss Task 4: Make a list of the things you must bring to the Himalayas. Then add things you mustn’t bring. (p. 53) MUST M USTN’T - In group of 3, students write as many things they must and mustn’t bring to the Himalayas as they can in 2 - compass - bicycle minutes. - sleeping bag - shorts Teacher calls some groups to give their - plaster - T-shirt answers and checks. - packback - waterproof coat Post-Reading Task(5’) * Aims: To help students talk about what to prepare for a trip * Content: Role-play being a tour guide and a tourist. Tell your partner what to prepare for their trip to the Himalayas, and give reasons * Products: Role –play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 5: Role-play being a tour guide and a tourist. - Teacher divide the class into 2 main Tell your partner what to prepare for their group. One is a tour guide and one is a trip to the Himalayas, and give reasons. tourist. Example: A: I'd like to go to the Himalayas next month. - The tourist prepares the questions and B: OK. I think you must bring a waterproof coat. the tour guide prepare the information It's cold and rainy there! in 2 minutes. A: Yes. Anything else? - Students work in pair. Make a B: You must bring a sleeping bag so that you can conversation. stay here overnight. You must also bring a compass - Teacher calls some pairs to talk in in case you are lost. front of the class. A: Is there anything I mustn’t bring? B: Well, you mustn’t bring bicycle because you - Peer check and then teacher gives can’t ride it here and it’s very cold, so you mustn’t feedback bring shorts or T- shirt. A: Thanks a lot. 5. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Ss say aloud what they have just learnt . * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about - Making and accepting appointments what they have learnt in the lesson. - Read the travel guide - Make a list of the things you must or mustn’t when traveling. 6. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and - Learn by heart the structures about making and prepare the new lesson. accepting appointments. - To prepare for the next lesson: Unit 4 My neighbourhood / Skills 1. *- Evaluation: .
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