Giáo án Tiếng Anh 6 - Tuần 15 - Năm học 2023-2024
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Date of preparing: 09/12/2023 Period 39: UNIT 6: OUR TET HOLIDAY Lesson 1: Getting started - Happy New Year! I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to “Tet”; - use the vocabulary and structures to describe things and activities at Tet. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Things and activities at Tet * Grammar: Use should/shouldn’t for advice. 2. Skills: Listening and reading 3. Attitude: : To teach SS to work hard and love our Tet holiday. 4. Competences: Talking about how to prepare for Tet; Ss will be developed listening, speaking and co-operating skills. II. MATERIALS - Grade 6 textbook, Unit 6, Getting started - Projector/ pictures and cards - sachmem.vn IV. PROCEDURES : (STAGES) 1. Warm-up (5’) - * Aim: To set the context for the listening and reading text. To introduce the topic of the unit. * Content: Network – say activities about at tet * Products: Say activities about at tet aloud (individual work) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: Network T – SS ( Individual work) - Teacher writes the word TET on the board and ask students to give any words relating to the TET topic. - Teacher may allow students to give a Vietnamese word and asks other students in the class if they - decorate houses know the equivalent in English. - eat special food - Teacher writes on the corner of the board a list of - new clothes the words which students cannot translate into - get lucky money English and asks them to keep a record for later - visit relatives reference when the unit finishes. - Teacher lets students open their books and starts the lesson. 1.What are there in the picture? 2. What do you think about when talking + Lead in - Teacher draws students’ attention to the picture in about Tet? the textbook and asks them questions about the * Suggested answers: picture: 1. There is a peach blossom / cherry blossom tree with red envelopes. 2. Lucky money, new clothes, 2. Presentation (5’) * Pre teach vocabulary * Aim: to introduce new vocabulary * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content * Pre teach vocabulary - T - Ss. * Vocabulary - Teacher use different techniques to teach - celebrate (v) : kỉ niệm vocab (pictures, situation, realia) - decorate (v) : trang trí - family gathering (N. phr.): sum h p gia - Follow the seven steps of teaching vacab. ọ đình - Repeat in chorus and individually - lucky money (N. phr.): tiền lì xì - peach flowers (n) : hoa đào - Copy all the words * Checking vocab: < Rub out and remember> 3. Practice: (20’) Task 1 (5’) * Aims: To help students get the main idea of the text. To help students scan the text for the information to fill the blanks. * Content: Listen and read the dialouge * Products: Students read and understand the meaning of the dialogue. Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read - Teacher asks students to look at the title of the 1. What do you think they are talking conversation and the picture. about? - Teacher asks students some brainstorming 2. When is Tet? questions like: 3. Is it a holiday? - Teacher encourages students to give their 4. What do we do at Tet? answers, but does not confirm whether their Suggested answers: answers are right or wrong. 1. They are talking about Tet/ New Year. - Teacher plays the recording twice for students 2. It’s in January/ February. to listen and read along. 3. Yes, it is. - Teacher has students underline the words that 4. We clean our houses, decorate them, are related to the topic of the unit while they meet relatives, are listening and reading. - Teacher invites some pairs of students to read the dialogue aloud. * Role play. - Teacher has students say the words in the text that they think are related to the topic Tet. - Teacher quickly writes the words on one part of the board. Task 2 (3’) * Aims: To help Ss get the main idea of the text. * Content: Choose the correct key : What are Linda and Phong talking about? * Products: Students say correct key aloud . * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss Task 2. What are Linda and Phong - Teacher asks students what exactly Phong and talking about? (p. 59) Linda are talking about. - Teacher lets them read the three options * Answer key: B carefully and see the difference among them. - Teacher confirms the correct answer. (They are talking about Tet in Viet Nam.) Task 3:(5’) * Aims: To help Ss scan the text for the information to fill the blanks. * Content: Complete the sentences about Tet * Products: Students’ correct answer on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T-Ss, Ss-Ss Task 3: Complete the sentences about - Teacher asks students to work independently Tet with the information from the to fill each blank with the word(s) from the conversation in 1. conversation. . * Answer key: -Teacher may instruct them how to do the 1. January 2. houses exercise and model with the first sentence 3. gatherings - Allow Ss to share answers before discussing 4. lucky money 5. break as a class. Write the correct answers on the board. Task 4: (5’) * Aims: To develop Ss' knowledge of the vocabulary relating to Tet. * Content: Match the words/ phrases in the box with the pictures. * Products: Students match the words and pictures exactly on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T-Ss, Ss-Ss Task 4: Match the words/ phrases in the box with the pictures. - Teacher lets students look at the pictures first * Answer key: to see if they know the English words for them. 1. b 2. a 3. c 4. d - Teacher then allows students to read the words / phrases in the box and do the matching. - Teacher checks the answers as a class. 4. Production:(5’) * Aims: To allow students’ opportunities to recognize what is related to Tet through a fun game. * Content: Game – Is it about Tet? * Products: Students pratise in groups. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, Ss-Ss Task 5: Game – Is it about Tet? (p. 59) - Teacher allows students some time to read the Example 1: instruction and the example. - Teacher demonstrates the game by saying a word/ phrase aloud and ask students if it’s about Tet or not. - Teacher lets students write down two things/ Student: banh chung activities. Class: It’s about Tet. - Teacher goes round and helps if needed. - Teacher divides the class into 2 or 4 teams Student: flying a kite. and lets them compete each other. The teams Class: It’s not about Tet. can play Rock – Paper – Scissors to decide which team goes first. Which team gets more correct words is the winner. 3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:.summarize the content of the lesson. * 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 they - Some new words have learnt in the lesson. - Read and understand content of the - Ss work indepently conversation 4. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). *- Evaluation: Date of preparing: 09/12/2023 Period 40: UNIT 6: OUR TET HOLIDAY Lesson 2: A closer look 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - extend and practice vocabulary related to "Tet": things, activities and practices; - pronounce and recognize the sounds /s/ and /∫/. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Things and activities at Tet * Grammar: Use should/shouldn’t for advice. 2. Skills: Listening , speaking and reading 3. Attitude: : To teach SS to work hard and love our Tet holiday. 4. Competences: Know pronounce and recognize the sounds /s/ and /∫/. how to ; Ss will be developed listening, speaking . III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 6, A closer look 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabularies and its pronunciation * Content: Game: NETWORK ( write things for Tet) * Products: Students write correct answers on the board. (team work) * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Game: NETWORK - Teacher divides the class into two teams, then writes the topic “Tet holiday” on the board and gives them two minutes to discuss. Things for Tet - After that time, a student from each team one by one runs to the board and writes one word. - The team which has more correct answers is the winner. * Suggested answer: - Flowers - great food - house decoration - new clothes ..... 2. Presentation (7’) (Vocab- pre-teach) * Aim: To enrich students’ vocabulary with the topic “Tet” * Content: Some vocabularies about Tet * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Vocabulary * Pre teach vocabulary - visit relatives: thăm họ hang bà con - Teacher use different techniques to teach - watch fireworks : xem pháo hoa vocab (pictures, situation, explaination ..) - give lucky money : nhận tiền lì xì - Repeat in chorus and individually - make a wish: làm điều ước - Copy all the words - clean the furniture : lau chùi đồ đạc * Checking vocab: - 2. Practice (10’) Task 1: (5’) * Aims: To revise/ teach the words/ phrases related to Tet. * Content: Write the words/phrases in the box under the pictures. * Products: Ss say the correct answer. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Write the words/phrases in the - Allow Ss to look at the pictures and see box under the pictures. if they know the words I phrases in the * Answer key box. 1 fireworks - Ask them to write the words I phrases in 2. special food the box under the pictures. 3. fun Check the answers as a class. 4. wish 5. furniture Task 2: (5’) * Aims: To teach students how to combine a verb with a noun to talk about Tet activities. * Content: Match the verbs with the nouns. * Products: Ss say the correct answers ( pair work) * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Match the verbs with the nouns. - Explain to Ss that some verbs and nouns go together and some don't: *Answer key: e.g. plant / decorate +a tree, 1. f (have fun) but not cook+ a tree. 2. e (visit relatives) - Write a verb on the board 3. d (give lucky money) (e.g. read) 4. a (make a wish) and ask Ss to match the verb with as many 5. c (clean the furniture) nouns as they can find 6. b (watch fireworks) - Ask Ss to look at the verbs in the Verbs box first and see what nouns in the Nouns box they can go with. - Allow Ss to do the matching independently.Then pair Ss and allow them to share with their partner. Check the answers as a class. Practice Task 3: (5’) * Aims: To revise the words learnt in context. * Content: Complete the sentences with the words in the box. * Products: Ss read their correct sentences aloud . * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences with the -Teacher asks students to work words in the box. (p. 60) independently or in pairs. * Answer key: - Teacher encourages them to read the 1. celebrate sentences carefully and look for clues so that 2. peach they can choose the right word to complete 3. clean each sentence. 4. shopping E.g. In sentence 1, we need a verb after 5. food the subject we. We have two verbs in the box, clean and celebrate. Only celebrate can go with Tet. So the correct word is celebrate. - Teacher checks the answers as a class. - Teacher may call on some students to read the sentences aloud. * PRONUNCIATION (Pre-teach the sounds /s/ and /∫/ * Aims: To help students to identify how to pronounce the sounds /s/ and /∫/ * Content: PRONUNCIATION : Sounds /s/ and /∫/ * Products: Read and know how to pronounce the sounds /s/ and /∫/. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss - Teacher introduces 2 sounds /s/ and /∫/ to PRONUNCIATION students and lets them watch a video about * Sounds /s/ and /∫/ how to pronounce these two sounds. * Suggested answers: - Teacher asks students to give some words /s/: see, sun, say, swim, containing these sounds. /∫/: show, should, shower, wash, * Practice Task 4:(5’) * Aims: To help students identify how to pronounce the sounds /s/ and /∫/ and practise pronouncing these sounds in words. * Content: Listen and repeat the words * Products: Students pronounce words exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 :T-Ss, Task 4: Listen and repeat the words. (p. - Teacher may write two Vietnamese words 60) on the board first, e.g. xách and sách. - Teacher asks students to say the words *Audio script: aloud and draw their attention to the difference in the pronunciation of x and s. shopping special - Teacher writes the words see and she under spring wish the words xách and sách and read aloud the rice celebrate four words. - Teacher lets students elicit the difference in the two sounds /s/ and /∫/ in English. - Teacher has some students read out the words first. Then play the recording and ask students to listen and repeat. - Teacher plays the recording as many times as necessary. - Teacher calls on some students to check. Task 5: (5’) * Aims: To help students pronounce the sounds /s/ and /∫/ correctly in context. * Content: Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the underlined words. * Products: Whole class practice reading the poem exactly. * Organization of implementation: Teacher’s and Ss’ activities Content Task 5 :T-Ss, Task 5: Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the - Teacher plays the recording for students to underlined words. listen to the poem. Then play the recording * Audio script: again for them to listen and repeat. Spring is coming! - Teacher asks students some time to practise Tet is coming! reading the poem among themselves. She sells peach flowers. - Ask them to pay attention to the underlined Her cheeks shine. words with the /s/ and /∫/ sounds. Her eyes smile. - Go around and correct pronunciation if Her smile is shy. needed. - Teacher asks for some volunteers to stand She sells peach flowers up and read the poem aloud. 3. Production (5’) * Aim: To give students chance to apply what they have learnt. * Content: game - Sentence race * Products: Students pratise in groups. * Organization of implementation: - Teacher divides the class into 4 big teams. * Game: Sentence race - All the teams have to produce the longest * Suggested sentences: sentence that contains the most /s/ and /∫/ The tongue twister: Seashells sounds in 5 minutes. Then, each team takes - She sells sea shells by the sea shore. turn to present their sentence, which team - The shells she sells are surely seashells. has the longest sentence that has the most - So if she sells shells on the seashore. /s/ and /∫/ sounds wins. - I'm sure she sells seashore shells. 4. Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the sounds /s/ and /∫/ * Products: Say aloud what 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 /s/ they have learnt in the lesson and /∫/ 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 new words that haven’t been mentioned in the lesson with the sound /s/ and /∫/. - Prepare lesson 3 ( A closer look 2).. *- Evaluation: Date of preparing: 09/12/2023 Period 41: UNIT 6: OUR TET HOLIDAY Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - use should and shouldn’t to make advice; - use some and any to talk about quantity. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: vocabulary related to Tet * Grammar:should and shouldn’t ; some and any 2. Skills: Listening and reading 3. Attitude: : To teach SS to work hard and love our Tet holiday. 4. Competences: -giving advice. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 6, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . IV. PROCEDURES: (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar and to increase students interest. * Content: Game: Pelmanism ( words and the meaning of words.) * Products: Students’ correct choice. (team work) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Pelmanism - T – Ss EX 1. Fireworks 8. Pháo hoa - Teacher divides the class into 2 teams. - Teacher put 12 sets of numbers, one includes word and the meaning of words. - Members from two teams choose the pair of number . - The group with the most correct word will be the winner - Lead in : These are activities at Tet. Today we are going to learn about the things we should or shouldn’t do 1. Presentation 1 (10’) * Aim: To teach some vocab related the lesson. To introduce targeted grammar of “should / shouldn’t” and “some / any”. * Content: Some vocab and grammar : Should / shouldn’t for advice * Products: read and understand the meaning of words; know how to use Should / shouldn’t * Organization of implementation: Teacher’s and Ss’activities Content * Pre – vocab * Vocabulary: - T - Ss - Teacher use different techniques to teach - behave (v): cư xử vocab (pictures, situation, explaination ..) - plant (n, v): trồng cây, cây cảnh - Repeat in chorus and individually - fight (v): đánh nhau - Copy all the words - break (v): làm bể, làm vỡ * Checking vocab: < Rub out and remmember> * Pre –teach grammar I. GRAMMAR 1: + Should / shouldn’t for advice - T asks Ss to look at the picture and 1. Model sentences: comment. - Nam, you shouldn’t wet the floor. - T set the scene. - You should take your raincoat off first. - T writes the sentences on the board. answers * Note: on the board. - Form: should(n’t) + bare-inf.. - T checks the meaning, use and form of the - Meaning: should: nên, shouldn’t : không structure nên - Use: express advice Practice Task 1 (5 ’) * Aims: To give students more opportunities to practise the use of should / shouldn’t in real context. * Content: Look at the signs at the library and complete the sentences with should or shouldn’t. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Task 1: Look at the signs at the library - Teacher writes the word LIBRARY on the and complete the sentences with should board and asks students to say what they or shouldn’t. (p. 61) should/ shouldn’t do when they are in a * Answer key: library. 1. should - Teacher then asks students to look at the 2. shouldn’t four signs in the library and lets them 3. should complete the sentences. 4. shouldn’t - Teacher asks them to swap their answers with a partner. - Teacher calls students to read aloud the sentences and checks their answers as a class. - If there is still time, teacher asks students to We use should for things that are good to refer to the notes of In the classroom on the do. board and practise saying the sentences We use shouldn’t for things that are not with should/ shouldn’t. good to do - Teacher asks students to look at Remember! box and allow them one minute to memorise it. Task 2 (5)’ * Aims: To help Ss see what activity is good / not good to be done at Tet. * Content: Tick the activities children should do at Tet and cross the ones they shouldn’t. * Products: Students tick in the textbook and share the partner. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Task 2: Tick the activities children - Teacher asks students to look at the pictures should do at Tet and cross the ones they and read the phrases under the pictures. shouldn’t. - Teacher then ticks (it’s good) or cross (it’s Suggested answer: not good) each picture. The pictures help 1. 2. × 3. 4. × 5. 6. make the meanings of the phrases clear. - Teacher checks the answers as a class. 7. × 8. × Task 3 (5’) * Aims: To help Ss form sentences using should / shouldn't. * Content: Look at the activities . Take turns to say what you think children should/ shouldn't do. * Products: Ss play a game and say the correct sentences. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 :T –Ss ; Ss- Ss Task 3: Work in pairs. Look at the - This activity allows students to produce activities in 2. Take turns to say what you sentences with the target language of should / think children should/ shouldn't do. shouldn’t, using the prompts in Task 2. * Playing game : Lucky number - Teacher asks students to do the task by * Answer Key: playing game: Lucky number. 1. Children should plant trees. - T devides the class into 2 teams 2. Children shouldn't break things. - Teacher prepares 7 numbers which includes 3. Children should go out with friends. 5 questions about their school, and 2 lucky 4-. Children should make a wish. numbers. 5. Children shouldn't fight. - Each team takes turns and chooses a 6. Children should help with housework. number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and may choose another number. Presentation. GRAMMAR 2. * Aims: To introduce targeted grammar of “some / any”. * Content: Grammar: Some / any for amount * Products:. Undertand and know how to use some/ any * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, * Some / any for amount * Pre –teach grammar * Some/ any : một vài, một ít - Ask Ss to read the Remember! box. 1. Model sentences: (+) My mother bought some fruits. - Tell them to pay attention to the phrases (+) I need some milk for the cake. in bold in the sentences to see how some (-) I can’t answer any questions. and any are used differently (positive, (?) Do you have any sugar? negative, and question). - Remind them that some and any can be * Note: used with bothcountable/ uncountable - Some : Dùng trong câu khẳng định. nouns. When they go with countable - Any : Dùng trong câu phủ định và câu hỏi. nouns, the nouns are always in plural. * Ngoại lệ câu mời : Would you like some tea? Practice 2 Task 4 ( 5’) * Aims: To give Ss some controlled practice on the use of some / any. * Content: Complete the sentences with some and any. * Products: Students’ correct answers. * Organization of implementation: - Teacher applies the rules in the box. Content Task 4: Complete the sentences with - Teacher asks students to look for clues some and any. (+ or - / ? sentences) and decides whether to * Answer key: use some or any. 1. some, some - Check their answers as a class and 2. any, any explain the choice. 3. any, some Production Task 4 ( 5’) * Aims: To give students much freer practice with some/ any in real context. * Content: Game – What’s there in the fridge? * Products: Students say the correct sentences aloud. * Organization of implementation: Teacher’s and Ss’ activities Content Task 5: Game – What’s there in the - Teacher divides the class into 4 groups. fridge? - Teacher asks students to look at the fridge and read the example. * Suggested answers: 1. There are some eggs (in the fridge). - Teacher draws students’ attention to the 2. There is some fruit juice. change of the verb be in the use with some There are some packs of fruit juice. or any (in the examples). 3. There are not any apples. -Teacher reads out loud the things in the 4. There is not any bread. fridge, and also the things that aren’t in the 5. There are some bananas. fridge (to practice negative form). 6. There is some cheese - The team which raise their hands the fastest will get the chance to answer. - Each correct answer gets 10 points. The team with the most points in the winner Consolidation (3’): * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher asks students to talk about what they * Grammar: have learnt in the lesson. + Should / shouldn’t for advice + Some / any for amount 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: .
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