Giáo án Tiếng Anh 6 - Tuần 6 - Năm học 2023-2024
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Date of preparing: 05/10/2013 Period 15: UNIT 2: MY HOUSE Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 2; - apply what they have learnt (vocabulary and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words of unit 2. * Grammar: The possessive case and Prepositions of place. 2. Skills: Speaking , reading and writing. 3. Attitude: To teach SS to work hard, love their house. 4. Competences: Use The possessive case and Prepositions of place correctly ; Students will be developed some skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit2 , Looking back and project - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, . IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit. * Content: Kim’s game ( pictures about types of house and kinds of rooms) * Products: Ss write the name of the pictures on the board. (team work) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Game: Kim’s game T -Ss - Teacher divides class into 2 teams. * suggested answer: - Teacher asks students to look at the pictures - town house, country house, stilt house, villa, on the screen and asks them to memorise living room, bedroom, bathroom, kitchen, the pictures in 1 minute. dining room, . - Teacher hides the pictures and asks Ss write the name of the pictures. The team who has more correct answers is the winner. VOCABULARY 1. Task 1 (5’) * Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Put the words into the correct group * Products: Students write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Put the words into the correct group. - Have Ss do this activity individually Add a new word to each group. then compare their answers with their partners. Types of house Rooms Furniture - Ask for Ss' answers or ask one student flat ,town chest of to write his/ her answer on the board. house, living drawers, sink, - Confirm the correct answers. country house room, fridge, bedroom, dishwasher, bathroom, cupboard, kitchen, Task 2: (5’) grammar * Aims: To help Ss revise the possessive case. * Content: Complete the second sentence with the correct possessive form. * Products: Some students write correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss - Ss Task 2: Complete the second sentence with the correct possessive form. (Ex. 2, p. 24) . Have students say how to form the Answer key: possessive form with proper names and 1. teacher’s singular nouns. 2. brother’s - Ask students to do the exercise 3. Elena’s individually and then exchange their 4. grandfather’s answers with a classmate. 5. Vy’s - Call on some students to write their answers on the board. Other Ss give comments. - Confirm the correct answers. Task 3. (5’) * Aims: To help students revise the prepositions of place. * Content: Make sentences using prepositions of place. * Products: Students write the full sentences on the board. * Organization of implementation Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Make sentences using prepositions of place. (Ex. 3, p. 24) - Ask students to say the prepositions of * Answer key: place they have learnt. 1. The cat is on the table. - Have students look at the pictures and do 2. The dog is in front of the kennel / doghouse. this exercise individually. Ask some 3. The cat is between the bookshelf and the sofa. students to write the sentences on the 4. The cat is behind the computer. board. 5. The girl is on the sofa. - Check students’ answers. 6. The boy is next to the sofa. + T can have Ss play a game : Lucky number Task 4: (5’) * Aims: To help Ss revise describing their favourite room using the prepositions of place. * Content: Write three sentences to describe your favourite room * Products: Students write the full sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Write three sentences to describe your favourite room. (Ex. 4, p. 24) - Ask one student what room in the house is his / her favourite. - Encourage him / her to say one or two sentences about it. - Have students write three sentences to describe their favourite room. - Remind students to use prepositions of place. - Students share their sentences with their partners. Ex: - Some students are asked to write their - There’s a big bed next to the door. sentences on the board. - There is a clock on the wall. - Teacher and other students give - There are books on the bookshelf. feedback. 5. Project (5’) * * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: Take survey. * Products: Students’ painting * Organization of implementation: Teacher’s and Ss’activities Content Project: T - Ss, Ss – Ss (group work) - Students work in groups. One student in * ACTIVITY 1 each group asks other group members - Survey: question “Which one would you like to live in? Why?” - Ss fill the information in the following table. - This student then summarises their group members’ answers and reports the result to the whole class. - Have Ss work in groups to draw their own strange house. Ask them to practise describing their house in * ACTIVITY 2 groups before telling the class about their house.The class votes for the best St strange house. udents’ painting * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content. * Products: A student says what she/ he has just learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - revise vocabulary in unit 2 they have learnt in the lesson. - revise the possessive case and the prepositions of place - Draw a strange house. * Homework (2’) * Aim: To revise the knowledge that students have gained in Unit2 and To 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 - Teacher asks students to revise old - Complete the project lesson and to do exercise in workbook. - Teacher asks students to complete the - Prepare for the next lesson: Unit 3 –Lesson 1. project and prepare the new lesson. Getting started. *- Evaluation: Date of preparing: 05/10/2013 Period 16: UNIT 3: MY FRIENDS Lesson 1: Getting started I. OBJECTIVES: By the end of the lesson, students will be able to: - use lexical items about body parts and appearance; describe people’s appearance. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: glasses (n), cheek (n), foot/feet (n), buiscuit (n), magazine (n), * Grammar: Verbs be and have, the present contunious. 2. Skills: Listening, speaking and reading 3. Attitude: To teach SS to be hard- working, love their school and friends.. 4. Competences: - Co-operation, self- study, using language to do exercise III. MATERIALS - Grade 6 textbook, Unit 3, Getting started - smart TV and cards, visual aids - sachmem.vn IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: To revise old lesson and to introduce the new lesson * Content: Listen an EL song and fill in the blanks * Products: Students say words aloud (indepently) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: T – SS ( Individual work) Game: Listen an EL song and fill in the blanks MY ROOM AND MY FRIEND - Teacher plays the song on speakers. Inside my beautiful room. I have - Teacher asks Ss look at the song and listen a bed and a (1) carefully; and then fill in the blanks. And a mirror. I have many (2) . - Ss go to the board and write words And they (3) come. We(4) , we play, we have(5) ... - T feedbacks and give marks In my room, In my room. - T plays the song again and asks whole class sing a Me and my friend in my room. song together. * Suggested answer: 1. wardrobe 2. Friend 2. Often 4.eat 5. Lead in: fun T asks Ss some questions to lead in the new lesson Ss answer 1.Do you have a lot of friends? - T introduces the topic of the lesson. Yes / No Today we are going to learn about “My friend” 2. What can you do with your friends? - We can eat and drink together - We can play some games, - we sing some songs 2. Presentation (5’) * Aim: To prepare students with vocabulary related to the topic My friend; * 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 UNIT 3: MY FRIEND Lesson1 : Getting started * Pre teach vocabulary * Vocabulary - Teacher use different techniques to teach - picnic (n) : dã ngoại vocab (pictures, situation, realia) - biscuit (n): bánh quy - Follow the seven steps of teaching vacab. - Repeat in chorus and individually - pass (v) : đưa qua, chuyển qua - glasses (n): cặp mắt kính - Magazine (n): Tạp chí - Copy all the words - surprise (adj): ng c nhiên ạ * Checking vocab: Practice: (20’) Task 1 (5’) * Aims: To set the context for the introductory text; To introduce the topic of the unit. * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1. Listen and read * Set the sences: T-Ss - Teacher draws students’ attention to the 1. What are Phong and Nam doing? pictures in the textbook and asks them some 2.What is Phong favourite magazine? questions about the pictures. 3. Who do Phong and Nam see? 4. Where are the two girls going? * Suggested answers: 1. They are having a picnic. * Now we are going to listen a conversation 2. It’s between Phong, Nam and Mai , Chau 3. They see - Teacher plays the recording, asks students to They are going to underline the words they have learnt in the vocabulary part. - Teacher can play the recording more than once. - Students listen and read. Task 2 (5’) * Aims: To help Ss deeply understand th e text. * Content: Listen to the conversations again and fill in the blanks * Products: Student write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Listen to the conversations again - Students work in pairs. and fill in the blanks - Teacher asks students to share their answers * Answer key: before discussing as a class. 1. picnic - Teacher asks students to explain where they 2. favourite magazine can find the answer 3. Mai and Chau 4. glasses; long black hair 5. are going to Task 3:(5’) * Aims: To revise and provide Ss with some vocabulary related to parts of the body. * Content: Label the body parts with the words in the box. * Products: Stick the right stickers with the body part on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Label the body parts with the - Teacher has students go to the board to stick words in the box. the right stickers with the body part names to * Answer key: the right place on the picture. 1. eye 6. foot - Students work independently to do Ex. 3 2. nose 7. arm - Teacher asks students to give out more names 3. shoulder 8. mouth of body parts that they have known. 4. hand 9. cheek - T has Ss read all words in chorus 5. leg 10. hair * Another words for body parts: ear, head, eyebrow, finger, butt, chest,... Task 4:(5’) * Aims: To revise and provide Ss with some vocabulary to describe part s of the body * Content: Complete the word webs. * Products: Students’ correct answers on the posters ( work group) * Organization of implementation: Teacher’s and Ss’activities Content Task 4: Work in groups. Complete the - Students can work in groups to complete this word webs. task. Answer key: - Teacher introduces examples and structures 1. Long/short: hair, arms, legs, fingers, for students to make sentences to describe a Ex: She has long hair. friend. 2. Big/small: nose, eye, hand, feet, mouth, Ex: She has big eyes. 3. Hair: blonde, curly, wavy, straight, short, long, dark, Ex: He has short curly hair Production:(5’) Task 5: (3’) * Aims: To help Ss practise using words for body parts and appearance through a guessing game. * Content: Game: Describe and guess.(work in groups) * Products: Practise in groups . * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 5: Game: Describe and guess. Work in groups, take turns to describe a * Suggested answers: classmate. Other group members guess who - She has glasses, she has long black hair. he/she is. - Is she Mai? - No, she isn’t. She has a small nose. - Is she Lan? Yes, she is. . 3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Vocab about school things and Read and understand content of the conversation * 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 review 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: 05/10/2013 Period 17: UNIT 3: MY FRIENDS Lesson 2: A closer look 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use vocabulary and structures about body parts, appearance and personality; pronounce correctly the sound /p/ and /b/ in isolation and in context. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: friend lexical items and practising the sound /p/ and /b/ * Grammar: Verbs be and have, the present contunious 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to be hard- working, love their friends. 4. Competences: - Co-operation, self- study, using language to do exercises III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 3, 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 review on people’s body parts, recall students vocabulary. * Content: Game : Network (write words for body parts and words to describe parts of the body) * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Networking : - Teacher divides the class into two teams, then writes the topic “words for body parts ” on the board and gives them two minutes to words for words to discuss. body parts describe - After that time, a student from each team one parts of by one runs to the board and writes one word. - The team which has more correct answers is * Suggested answer. the winner. 1. eyes, nose, hair, head . 2. long, short, fat, slim - Lead in : Today we are going to learn some personality adjectives; 2. Presentation (7’) * Aim: To teach Ss some personality adjectives; * Content: Some vocabularies about personality. * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss UNIT 3: MY FRIENDS * Pre teach vocabulary Lesson 2 : A closer look 1 - Teacher use different techniques to teach * Vocabulary vocab (pictures, situation, ..) - confident (adj): tự tin - - Repeat in chorus and individually caring (adj):quan tâm, lo lắng - active (adj): năng động - Copy all the words - careful (adj): cẩn thận - creative (adj): sáng tạo - shy (adj): e thẹn, nhút nhát - kind (adj): tốt bụng * Checking vocab: - clever (adj): thông minh 2. Practice (10’) Task 1: (5’) * Aims: To teach Ss some personality adjectives; To give Ss practice with these adjectives. * Content: Match the adjectives to the pictures * Products: Students write the correct key on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Match the adjectives to the pictures Answer key: - Students work in pairs to match the words 1. c (caring) with the correct pictures: 2. e (active) - Teacher can help students by describing the 3. d (hard-working) pictures. 4. a (funny) - Check and confirm the correct answers 5. b (confident) Task2: (5’) * Aims: To practice the targeted language (adjectives) and the background knowledge. * Content: Use the adjectives in the box to complete the sentences. * 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: Use the adjectives in the box to - Teacher asks students to work individually. complete the sentences. Pay attention to the - Ss find the correct adjectives to fill the highlighted words/phrases blank in each sentence. Answer key: - Then discuss with a partner. 1. creative - Teacher checks and corrects (if needed 2. kind 3. friendly 4. careful 5. clever Task 3: (5’) * Aims: To provide Ss with freer practice with personality adjectives. * Content: Game: Why do I love my friends? * Products: Ss say perfect sentences aloud ( group work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Game: Why do I love my friends? * Suggested answer: - Have Ss work in groups and play the 1. I love Trang because she is kind, creative and game. funny. - Students work in groups. 2. I love Minh because he is smart, caring and - Teacher asks students to write at least 2-3 friendly. personalities to describe each members. 3. Teacher asks students to read out, beginning with I love because he/she is , and PRONUNCIATION (/b/ and /p/. ) Task 4: (5’) * Aims: To help students identify how to pronounce the sounds /b/ and /p/. To help Ss practise pronouncing these sounds correctly in words. * Content: Pronunciation: /b/ and /p/. Listen and repeat. Circle the words you hear * Products: Read and know how to pronounce the sounds /b/ and /p/; * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss PRONUNCIATION - Task 4: Pronunciation: /b/ and /p/. Listen and - Teacher has students listen to the repeat. Circle the words you hear. recordings and stops to let students repeat each word. - Students work independently to circle the words they have listened. 1. pig 2. pear 3. buy 4. rope => Answer: Task 5:(5’) * Aims: To help Ss pronounce the sounds /b/ and / p / in context. * Content: Listen and Practice the chant. * Products: Whole class practise the chant exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, Task 5: Listen. Practice the chant. - Ask Ss to listen while T plays the recording. Clap or use an instrument like a tambourine to help Ss notice the rhyme. - Play the recording again and ask Ss to chant along. - Tell them to pay attention to the words that have the sounds /b/ and /p/ and the rhyme 3. Production (5’) * Aim: To recognise the targeted vacabulary and sounds. * Content:. Game ( revise words about personalities, ) * Products: Students plays in groups. * Organization of implementation: Teacher’s and Ss’ activities Content - * Game: “Up and down” - Teacher explains the rules: Round 1: Teacher says 1-15 personalities that - Students plays on groups. students have learnt in the lesson. Students stand up for the positive ones, sit down for the negative ones. Round 2: Teacher says 1-15 words containing the sound /b/ and /p/. Students stand up for the ones with the “b” sound, sit down for “p” sound. 4. Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab about personalities and how to pronounce the sounds /b/ and / p / * 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 about personalities and how to they have learnt in the lesson pronounce the sound /s/ and /z/. 5. Homework (2’) * Aim: To review the lesson 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. - Prepare lesson 3 ( A closer look 2).. *- Evaluation:
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