Giáo án Tiếng Anh Lớp 6

Week: Planning date: Period: LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 1: VOCABULARY (PPP) PLACES IN A TOWN OR CITY I. AIMS: Language contents: - Vocabulary: (n) bridge, monument, flat, office building, square, shopping centre, sports centre. Knowledge: By the end of the lesson, my students will be able to get some more knowledge about places in a town or city. Skills: Main skills : speaking and listening skills. Sub skills : reading and writing skills. Attitude: love and be proud of places around where you live. Competences: Talk about places in students’ towns or cities, using key phrases (for students with mid-level). Talk about the good and bad things in their town / city (for students with high level). II. TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, . Students: textbook, notebook. III. TECHNIQUES: Qs & As, games, visualize. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Game “GREEN BAMBOO” Divide class into 2 groups. There are 12 numbers about places on the screen. There is a hidden picture behind these numbers. Each group will choose a pair of number. With one correct pair, students will get one point. The group has the most correct answers will be the winner. After revealing the picture, teacher asks students a question: “What is the hidden picture about?” Play the game in groups. Each group will choose a pair of number. With one correct pair, students will get one point. Students answer, “LONDON CITY”. II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Set context: Call out some students to answer the question. “What famous place are there in your town or city?” Lead to the topic of the lesson – Places in towns or cities. Teach new vocabulary: Use pictures and explanation to present new words. Ask students to practice their pronunciation drills. New words: bridge (n) monument (n) flat (n) (picture) office building (n) square (n) shopping centre (n) sports centre (n) Some students will answer the question (talk about the famous places in their city). Listen to the teacher. Look, listen and repeat in chorus and individuals. Question: “What famous place are there in your town or city?” New words: bridge (n) /bridʒ/ monument (n) /'mɔnjumənt/ flat (n) /flæt/ office (n) /'ɔfis/ building (n) /'bildiη/ square (n) /skweə/ shopping centre (n) /∫'ɔpiη 'sentrə/ sports centre (n) /s'pɔ:t 'sentrə/ III. PRACTICE. T - Ss - T/ S - S/ Indiv. Activity 1 (5’) Match the words in the box with places 1-14 on the map of London below. There are 6 extra words, listen and check. Ask students to work in pairs to match the words to the correct places on the London map. Give the answers to the class. Activity 2 (5’) Watch or listen. Which places from exercise 1 do the people mention? Play the video or audio for students to watch or listen and note down the places that are mentioned. Play the video / audio again and checks students’ answers. Activity 3 (5’) Watch or listen again and complete the sentences. Allow students time to read the gapped sentences. Play the video / audio again for students to complete the sentences. Ask students to check the answers in pairs. Check answers with the class. Work in pairs to do the task. Listen and identify word stress then note down the places. Watch or listen and identify word stress then note down the places that are mentioned. Watch the video or listen to the audio again to check the answers. Read the gapped sentences silently and individually and guess the missing words. Watch or listen, identify word stress and pronunciation to complete the sentences. Check the answers in pairs. Check the answers with the teacher. Suggested answers Library Park hotel monument Square shop bus station market cinema restaurant station theatre Bridge Office building Suggested answers: café, cinema, restaurant, sports centre, park, library, bridge, monument, bus station, shop. Suggested answers theatre 4. café parks 5. shops bridge IV. PRODUCTION. T - Ss - T/ S - S / Indiv. Activity 1 (5’) Work in pairs Ask students to work in pairs and talk about the places in their town / city. Suggest some key phrases to introduce about places and focus on the grammar points. Activity 2 (10’) Consolidation: Discussion (Optional – for students with strong level) Ask students to work in groups and discuss about the good and bad things in their town / city. Give students time to discuss in groups and write down their opinions. Call out some students to present their opinion in front of class. Work in pairs to talk about places in their town using Key Phrases (remember the grammar points). Work in groups to talk about the good and bad things in their town / city. Write down their key ideas. Some volunteers to present their ideas in the front. There is + a /an + singular Noun There are + plural Noun Ex: There is a cinema. There are two cinemas. There are + SOME + plural Noun (= there aren’t) There are + NOT + ANY + plural Noun Ex: There are some restaurants. There aren’t any restaurants. Suggested answers - There are some café and restaurants serving food all over the world. - There are some cinemas or theatres for you to relax after a hard-working day. - Suggested answers Good things Bad things a lot of entertainment facilities such as cinemas, theatres, trying new types of food. earning more money. .. Air pollution Noise pollution Traffic jam in rush hour. . V. Homework. (2’) Give homework. Take notes V. Homework Learn by heart all the new words. Workbook: Exercises 1, 2 page 12. Prepare Lesson 2 – Reading. V. REFLECTION: ... ... ... ... ... ... ... Week: Planning date: Period: LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 2: READING (Pre-While-Post) I. AIMS: Language contents: - Vocabulary: revision of places – Extra vocabulary: Words in blue. Knowledge: By the end of the lesson, my students will be able to find out more about a cruise ship. Skills: Main skills : reading and writing skills. Sub skills : listening and speaking skills. Attitude: respect and protect good things of nice places for holidays. Competences: know how to answer specific questions about the text. use vocabulary items related to the issue of passage. talk about a good place for a holiday. II. TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, . Students: textbook, notebook. III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Game “What is it?” Give instructions. Show cues one by one. Ask students to guess the words in rows by reading the cues. Finally, ask students to guess the key word (red letters). Cues: This is a place where people can eat and drink. People usually stay in this place when they are on vacation. Where you can borrow and read books. Place where you can play sport. Listen to the instructions carefully. Play the game individually. Read the cues, identify key words in the cues and raise hands to give the answer to get one point. The student who is able to give the correct answer of the key word will get 4 points. S T A U R A N E T R O R T S C E N P T S R B R I L R Y A T E O H L E Cues: This is a place where people can eat and drink. People usually stay in this place when they are on vacation. Where you can borrow and read books. Place where you can play sport. Key word: SHIP II. PRE-READING. T - Ss - T / Ss - Ss / Indiv. (10’) THINK (2’) Ask students to work in groups to talk about the question : “Where do you think is a good place for a holiday ? Why?” Go around for help if necessary. Lead in: Show the picture of a cruise ship and lead in the lesson “This is a very special ship; This is a cruise ship.” Activity: Guessing game (8’) Have students work in groups and discuss some facts of the cruise ship. After discussing, students have to write “TRUE” or “FALSE” at the end of each sentence. Tell students “We will check the answers while we read the text City on the sea.” Work in groups and talk about the question based on their background knowledge. Look at the picture and listen to the teacher. Work in groups, look at the pictures in student book and talk about some facts of the cruise ship (guessing the content of the text before reading). Read the sentences and write “TRUE” or “FALSE” at the end of each sentence in their book. Question: “Where do you think is a good place for a holiday ? Why?” A cruise ship Sentences for group discussion: a) There is a library and a school on the ship. b) There are some swimming pools on the ship. c) There is one café and one restaurant on the ship. III. WHILE READING. T - Ss - T/ S - S/ Indiv. (20’) Activity 1 (5’) Skills Strategy. Introduce students how to answer specific questions about a text. Invite some students to read the strategy aloud. Give explanation (use Vietnamese if necessary). Activity 2 (5’) Listen and underline what numbers refer to. Show some numbers on the board. Ask students to work in pairs to listen to the audio of the text and underline what numbers refer to. Invite some students to check their works. Activity 3 (5’) Task 2 – page 16 Ask students to look at Exercise 2 page 16, read the questions and underline key words to understand main ideas. Have students reread the text silently and underline sentences that they are the correct answers. Ask students to check their answer in pairs. Invite some students to write their answers and check their work. Key word answers only (low/mid-level) Full answers (high level) Go back to Guessing Game activity and give the correct answers. Activity 4 (5’) Vocabulary Plus Encourage students to work in pairs to use a dictionary to check the meanings of the words in blue in the text. Help students check these words’ meaning in the front. Words in blue: 1. cruise ship (n) – using pictures. 1. fantastic (adj) – E.g.: This is a fantastic hotel. 2. comfortable (adj) – E.g.: This soft bed is very comfortable. 3. cabin (n) – using pictures. 4. passenger (n) – E.g.: There are many passengers on the ship. 5. chef (n) – a person who cooks. 6. swimming pool (n) – using pictures. 7. climbing wall (n) – using pictures. Open student book to page 16. Look at the Skills Strategy box, underline key words and listen to the teacher. Give questions if you do not understand. Look at the numbers on the board and guess what they refer to. Listen to the audio of the text, identify ideas related to numbers and underline what numbers refer to. Work in pairs to read the text for checking their answers. Check the answers with the teacher. Work individually. Look at Exercise 2 page 16, read the questions and underline key words to understand main ideas. Read the text silently for specific ideas and underline sentences that they are the correct answers. Check the answers in pairs. Check the answers with the teacher (some students write key - word answers or full answers). Back to Guessing Game activity and check the answers. Work in pairs and use a dictionary to check the meanings of the words in blue in the text. Ask teacher if necessary. Numbers shown 6,360 – 20 – 50 – 12,000 Key a) 6,360: the number of passengers b) 20: the number of café and restaurants c) 50: the number of real trees on the ship d) 12,000: the number of plants on the ship Questions: 1. What is the name of the ship? 2. How many people work on the ship? 3. How many chefs are there on the ship? 4. Is it the only ship with a park? 5. What’s in the sport area? Key 1. Oasis of the Seas 2. More than 2,000 people work on the ship 3. There are 250 chefs. 4. Yes, it is 5. There’s a climbing wall in the sports area. Key for Guessing Game: a) There is a library and a school on the ship. FALSE b) There are some swimming pools on the ship. TRUE c) There is one café and one restaurant on the ship. TRUE Words in blue: 1. cruise ship (n) /kru:z '∫ip/ 1. fantastic (adj) /fæn'tæstik/ – E.g.: This is a fantastic hotel. 2. comfortable (adj) /'kʌmfətəbl/ – E.g.: This soft bed is very comfortable. 3. cabin (n) /'kæbin/ 4. passenger (n) /'pæsindʒə/ – E.g.: There are many passengers on the ship. 5. chef (n) /∫ef/ – a person who cooks. 6. swimming pool (n) /'swimiη pu:l/ 7. climbing wall (n) /’klaimiη wɔ:l/ IV. POST READING. T - Ss - T/ S - S / Indiv. (5’- 10’) Activity 1 (5’) Mingle Ask students to walk around and talk about the question at the THINK corner (back to the question at the beginning of the lesson but using the ideas they have just read from the text). “Where do you think is a good place for a holiday? Why?” Go around for help if necessary. Activity 2 (5’) Consolidation: Discussion (Optional – for students with strong level) Ask students to work in groups of four. Give the question “Is the Oasis of the Seas a good place for a holiday? Why/ Why not?”. Ask students to talk about the question. Walk around the room to talk about the question at the THINK corner, using the ideas they have just read from the text. Ask teacher if necessary. Suggested answers - by the sea - lots of fun activities like swimming, snorkeling, surfing, - the weather is hot and windy – good for health. delicious seafood .. Work in groups of four. Think about the question individually and write down the main points (the good or bad things of the Oasis of the Seas). Take turns to talking about the question in groups. Ask the teacher if necessary. Question: “Where do you think is a good place for a holiday? Why?” Question “Is the Oasis of the Seas a good place for a holiday? Why/ Why not?”. Cues: Why = the good things = you like Why not = the bad things = you don’t like V. Homework. (2’) Give homework. Take notes Read Skill Strategy. Workbook: Exercises 3, 4 page 12. Draw and color a picture of a good place for your holiday. V. REFLECTION: ... ... ... Week: Planning date: Period: LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 3: LANGUAGE FOCUS (PPP) I. AIMS: Language contents: - Vocabulary: revision - Patterns: Is there?, Are there.?, How many..? Definite and zero article Knowledge: By the end of the lesson, my students will be able to ask and answer questions about places. Skills: Main skills : reading and writing skills. Sub skills : speaking and listening skills. Attitude: love and be proud of places around where you live. Competences: Identify the rules of how to use some and any in questions; Yes, there is/are, No, there isn’t/ aren’t and How many ? with singular nouns/ plural nouns. Know how to use a/ the to talk about one particular thing and some/ zero article to talk about things in general. II. TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, . Students: textbooks, notebooks. III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and groupworks, inductive grammar learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Game : NOUGHTS AND CROSSES Divide class into 2 groups. One group is “noughts” (O) and the other is “crosses” (X). There are 9 words and numbers about the Oasis of the Sea in the table and students have to use structure “there is/ are..” to make sentences. 2 groups take turns to select the boxes and make sentences with those words. The group makes the correct sentence will get an (O) or (X). The group that has 3 Os or Xs on a horizontal, vertical, or diagonal row will be the winner. Play the game in groups. Select the boxes and make sentences with those words. The group makes the correct sentence will get an (O) or (X). The group that has 3 Os or Xs on a horizontal, vertical, or diagonal row will be the winner. library 2000 swimming pools 250 school climbing wall park 20 6360 Ex: There is a library on the ship. There isn’t a school on the ship. II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Activity 1: Complete the questions. Then choose the correct answers. Ask students to complete the sentences in 1 minute. Check students’ answers. Remind students how to use “there is/ there are” Work individually to do the task in 1 minute (read for specific ideas). Check the answers with the teacher. Look at the board and listen to the teacher (review grammar points of how to write sentences with There is/ There are in affirmative, negative and question form). Suggested answers Is – b Are – a Are – b GRAMMAR POINTS THERE IS (= THERE’S) (+) : There is/are + (a /an) + Noun (-) : There is/are + NOT + (a/an) + Noun Is/Are there + ANY + (a/an) + Noun? (?) How many + Noun + are there..? III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’) Activity 2: Choose the correct words in the Rules. (5’) Ask students to choose the correct words to complete the rules then compare their answers in pairs. Check grammar with the class. Activity 3: Match 1-6 with a-f to make questions. Then write answers about your city/ town. (5’) Ask students to make questions, then compare their questions in pairs. Call some students to answer these questions. Activity 4: Complete the questions with “Is there?/ Are there?” and “how many.” (5’) Ask students to complete the questions then compare with their partners. Go around for help. Activity 5: Choose the correct words in Rules. (5’) Ask students to guess and choose the correct words in order to complete the rules, then compare answers in pairs. Go around to observe students. Wrap-up the Rules and give explanation. Activity 6: Complete the sentences with the or ⏀(5’) Ask students to read the sentences and fill in the gap based on the Rules. Ask students to compare their answers in pairs. Check students’ answers. Choose the correct words to complete the rules then compare their answers in pairs (set up the Rules by themselves). Check the answers with the teacher. Read halves of questions, use the Rules of grammar points to make questions, then compare their answers in pairs. Some students answer these questions in the front. Write the key-word answers or full answers in their own books. Read the uncomplete questions individually and fill in the gaps to make the questions with correct grammar points and check the answers in pairs. Some students come to the front to write their answers. Guess the correct words to complete the Rules. Then compare the answers in pairs. Listen to the teacher and take notes of the Rules. Read the sentences and do the task individually based on the Rules. Check the answers in pairs. Check the answers with the teacher. Suggested answers any 3. plural nouns singular nouns 4. plural nouns Suggested answers: 1c – 2f – 3e – 4a – 5b – 6d Suggested answers Are there 4. Are there Is there 5. How many How many Suggested answers The – no article GRAMMAR POINT: DEFINITE AND ZERO ARTICLE We use the to talk about a particular thing. We use zero article to talk about things in general. Suggested answers The 4. ⏀ The 5. The ⏀ IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’) Game “I WANT TO BE A DESIGNER” Ask students to work in groups. (5- 6 students/ groups). Give feedbacks to the presentation. Work in groups. Each group think and talk about an amusement park in town/city. 2 members in each group will come to the front and present their ideas. The other groups will make questions to the presenters “Is there/Are there; How many?”. Listen to the teacher’s feedback and take notes. Questions “Is there/Are there; How many?”. V. Homework. (2’) Give homework. Take notes V. Homework Learn by heart all structures. Workbook: Exercises page 13. Write a description of the amusement park in your city, using the preposition in the Starter Unit. V. REFLECTION: ... ... ... ... ... ... Week: Planning date: Period: LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post) I. AIMS: Language contents: - Vocabulary: dirty – clean, quiet – noisy, pretty – ugly, dangerous – safe, friendly – unfriendly, old - modern. Knowledge: By the end of the lesson, my students will be able to understand people comparing places and things. Skills: Main skills : listening and reading skills. Sub skills : speaking and writing skills. Attitude: love and be proud of places around where you live. Competences: Identify some pairs of opposite adjectives. Know and understand people comparing places and things. II. TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, . Students: textbooks, notebooks. III. TECHNIQUES : Games, mind-map, brainstorming, discussion, pairs and groupworks. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Game: “OPEN, SESAME!” (Exercise 1/p.18) Divide class into 2 groups. There are 12 pictures and adjectives on the screen. Each group will choose a picture and its opposite word to make a complete pair. With one correct pair, you will get 1 point. The group having the most correct answers will be the winner. Play the game in groups. Choose a picture and its opposite word to make a complete pair. The group making the correct sentence will get 1 point. The group having the most correct answers will be the winner. Ex: ugly - pretty dirty - clean II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’) Set context: (2’) Ask a question: “Do you like modern or old places? Why?” Activity 1: Write sentences for the adjectives in Exercise 1. (5’) Asks some students to read their sentences to class and asks the class to correct any mistakes. Vocabulary check: (3’) Ask students to work in pairs. Answer their own ideas. Write sentences for the adjectives then compare the sentences in pairs. Work in pairs to check vocabulary’s meaning. Choose three adjectives from Exercise 1 and write them on a piece of paper, with their opposites. Then work in pairs with books closed. Read out the three words they have chosen. Their partner must give the correct opposites. Suggested answers. The Vietnamese people are friendly. The school yard is noisy at break time. It’s not safe to go out at night. III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (10’) Activity 2: Listen to four street interviews in a radio programme. What do people talk about? Choose four topics from the box and match them to the people. (5’) Allow students time to read the introduction and the topics in the box. Play the audio 3 times and ask students to listen and find out which topics people are talking about. Check students’ answers. Activity 3: Listen again and write True or False. Correct the false sentences. (5’) Allow students time to read the sentences. Point out that in the fourth interview, students will have to listen carefully to know who is speaking, Harriet or Chloe. Play the audio again. Read the introduction and the topics in the box. Listen, choose topics and do matching task. Check the answers with the teacher. Read the sentences. Listen very carefully to know who is speaking, Harriet or Chloe. Decide if the sentences are true or false. Correct the false sentences. (With strong students) Suggested answers. Emma – the park Lukas – buses and bikes Dwayne – New York Chloe and Harriet – restaurants Suggested answers. True True False (He thinks bikes are more dangerous) True False (Harriet thinks that Luigi’s pizzas are bigger) True IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (20’) Activity 4: Game Lucky Number - Answer the questions. (optional) (5’) Check students’ answers. Who does Emma meet at the shopping centre? What does Lukas say about the price of the buses? Where is Dwayne from? What does Harriet agree with Chloe about? Activity 5: Think of three places that you like in your town / city and three places that you don’t like. Write sentences and say why you like or dislike them. (10’) Ask some students to read their sentences to the class. Correct any errors. Game “DRAW A MINDMAP” (10’) Ask students to work in groups, (5- 6 students/ groups) and discuss about which place they like and dislike. Give students time to discuss in group and write down their opinions. Calls out some students to present their opinions in the front. Give fee