Kế hoạch bài dạy Tiếng Anh 6 - Unit 10: Our house in the future - Năm học 2022-2023

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 - Unit 10: Our house in the future - Năm học 2022-2023

1. Lesson plan English 6 1 Date of planning: 11/3/2023 UNIT 10: OUR HOUSE IN THE FUTURE Lesson 1: GETTING STARTED Week 27 Period: 80 Class Date of teaching Attendance 6D 6E I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: UFO, solar TV, smart TV, wireless Tv, solar energy. * Pronunciation: - Pronounce the key words correctly: UFO, solar TV, smart TV, wireless Tv, solar energy. * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for general and specific information about a types of houses. - talk about houses and appliances in the house. 3. Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses. - Students know the importance of houses and appliances in the house in daily life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP 1. Aim: - To create a friendly and atmosphere in the class before the lesson; - To introduce the topic. - To lead in the topic of house in the future. 2. Content: To have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new lesson. 3. Products: - Interest and concentration of Ss on the class activities. - Having a chance to speak English and focus on the topic of the lesson.. - Leading in the lesson about vocabulary and pronunciation. 4. Implementation:
2. Lesson plan English 6 2 - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Greeting * Divide the class into 2 teams A and B -Teacher asks students to see the picture in 30 seconds and remember as many types of houses and appliances as possible. - Teacher lets students pass the chalk within the team and write things they can remember in 2 minutes. Lead in Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture to introduce the land. Ss answer the questions. Step 3: Report and discussion - Ss work in group to talk about their neighbourhood. - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To introduce the vocabulary apprearing in the next. - To practice the targeted language and the background knowledge. - To help students identify the location of the cities mentioned in the conversation on a map. 2. Content: - Learn some new words . Read the conversation and find out new words. - Know more new words. - filling in the gaps. 3. Products: - Know more new words. Understanding the conversation; topic of the lesson, grammar points
3. Lesson plan English 6 3 - Know more new words. Understand the conversation; topic of the lesson, Vocab, grammar points 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. Step 2: Task performance VOCABULARY VOCABULARY - Teacher introduces the vocabulary by: 1.UFO + showing the pictures illustrating the 2.Solar energy words. 3.Smart TV + providing the synonym or antonym of the words. + providing the definition of the words. Task 1: Listen and read. Task 1: Listen and read. - Teacher sets the context for the Nick: What are you doing, Phong? listening and reading text: Phong; I'm painting a picture of my house. + Teacher asks students to look at the Nick: Your house! That's a UFO. title of the conversation and the picture. Phong: It looks like a UFO but it's my house + Teacher asks Ss some in the future. brainstorming questions. Nick: Where will it be? - Ss answer the questions and Phong: It'll be in the mountains. write down if necessary. Nick: What will it be like? - Teacher encourages students to give Phong: It'll be a large house. It'll have twenty their answers, but do not confirm rooms. whether their answers are right or Nick: Twenty rooms! wrong. Phong: Yes, and it'll have solar energy. - Teacher play the recording, asks Nick: Fantastic! Which room will you like students underline the words they have best? learn in the vocabulary part. Phong: My bedroom, of course. - Teacher can play the recording more Nick: What appliances might the house have? than once. Phong: My house might have some smart TVs - Students listen and read. and ten robots. - Teacher invites some pairs of students Nick: Sounds great! And how much will... to read the dialogue aloud. - Teacher has students say the words in the text that they have underlined. Task 2: Read the conversation again. Task 2: Read the conversation again. Find and write down the words or Find and write down the words or phrases that show: phrases that show: - Students work in pairs Answer key: - Teacher asks students to share their Type of house: UFO answers before discussing as a class. Location: in the mountains
4. Lesson plan English 6 4 Teacher asks students to explain where Appliances in the house: some smart they can find the answer. TVs and ten robots Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the conversation Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20’) 1. Aim: - To help students focus on the use of Simple Future tense. - To test students' memory of the vocabulary. 2. Content: Understand the conversation; grammar points; Some related Vocabulary 3. Products: To know about the topic of the lesson, Vocab, grammar points. Know more about houses and house appliances 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss learn Task 3-4-5 – Getting Started - Unit 3 Step 2: Task performing Task 3: Read the conversation again. Task 3: Read the conversation again. Tick (V) T(True) or F(False). Tick (V) T(True) or F(False). Give time for students to read the Answer key: conversation independently again and 1. T tick ( ) true or false next to the 2. T statements. Ask them to share their 3. T answers in pairs before discussing in 4. F groups. Encourage them to correct the false statements. Select one student to give his or her answers in front of the class. Praise them when they give the correct answers Task 4: Order the words to make a Task 4: Order the words to make a phrase about a place. Each group phrase about a place. Each group has has one extra word. one extra word. - Explain that students have to order the Answer key: words to make phrases about places. 1. in the sea Remind them that each group has one 2. in the city extra word. Get them to look at the 3. in the town 4. in the mountains
5. Lesson plan English 6 5 example to identify how to do the 5. in the countryside activity. 6. on the Moon - Have students work individually. Ask 7. in the sky them to share their answers in pairs before discussing in groups. - Go around and offer help, if necessary. - Then call some students to write their answers on the board. Check their answers and give explanation, if necessary. Task 5: In groups, describe to your Task 5: In groups, describe to your classmates what you can see outside classmates what you can see outside the the window of your future window of your future house. Your group house. Your group tries to guess tries to guess where your house is. where your house is. Suggested answers: Game: 10 questions - Is it a type of house? - Work in groups, think of a kind of - No, it isn’t. house or appliances. - Does it have a smart remote control? - Others ask Y/N questions and the group - Yes, it is. can only answer Yes or No. - Is it a smart TV? - Who can guess the type of - Yes, it is. house/household appliances is the winner. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise some words and learn some more words to describe their neighbourhood To give Home assignments 2. Content: To learn some more words abour asking and giving directions Home assignments 3. Products: Know more words about giving directions. Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment)
6. Lesson plan English 6 6 - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. - Home assignments Step 2: Task performance * Home assignments: - Teacher summarizes all opinions - Read again the conversation - T let Ss take note the hokme - Go to the Internet and search for the assignments information on houses in the future. Step 3: Report and discussion - T says something about the class time. -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK:
7. Lesson plan English 6 7 Date of planning: 11/3/2023 UNIT 10: HOUSES IN THE FUTURE Lesson 2: A CLOSER LOOK 1 Week 27 Period: 81 Class Date of teaching Attendance 6D 6E I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: electric cooker, dish washer, washing machine, wireless. * Pronunciation: - Pronounce the key words correctly: electric cooker, dish washer, washing machine, wireless. - Pronounce the two-syllable words correctly * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for general and specific information about a types of houses. - talk about houses and appliances in the house. 3. Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses. - Students know the importance of houses and appliances in the house in daily life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP 1. Aim: - Revise the old lesson. - Do some activities to creat a friendly and relaxed atmostphere to warm up to the new lesson 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Ss on the class activities.
8. Lesson plan English 6 8 - A friendly and relaxed atmostphere to the new lesson 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance Chatting. + Greeting * * Game: Place it right: Teacher explains the game Answer key: rules: - Students go to the board and stick the pictures of household appliances in the right posters corresponding to 3 rooms in the house: LIVING ROOM BEDROOM KITCHEN Step 3: Report and discussion - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To set the context for the introductory; - To lead in the lesson about vocabulary and pronunciation. - To teach students some nouns about house and house appliances - To practice the targeted language (adjectives) and the background knowledge 2. Content: Nouns about house and house appliances and their usage. Exercises of matching sentences 3. Products: Nouns about house and house appliances Know more adjectives and how to use them in context. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 1 Step 2: Task performance VOCABULARY VOCABULARY
9. Lesson plan English 6 9 - Teacher introduces the vocabulary by 1.electric cooker (n) + providing explanations of the words; 2.dish washer (n) + showing picture illustrating the 3.washing machine (n) words. 4.wireless (adj) Task 1: Listen and repeat the Task 1: Listen and repeat the words/ words/ phrases in the box. Then put phrases in the box. Then put them in the them in the appropriate columns. appropriate columns. You may use some You may use some more than once. more than once. Teacher ask students quickly do Ex. 1 - living room: wireless TV, electric fan, (P. 4) smart clock, computer Students listen to the recording and - bedroom: wireless TV, smart clock, electric repeat. fan - kitchen: electric cooker, dishwasher, fridge, washing machine - Task 2: Match the appliances in A Task 2: Match the appliances in A with with what they can help us to do in what they can help us to do in B. B. Answer key: Tell students to look at the two 1. c columns and explain what they can 2. d see (e.g. They can see words and 3. b phrases relating to appliances in the 4. e first column, and words and phrases 5. a relating to what each of the appliances can help us to do in the second column). - Have students do the task individually, by matching the appliances in A with what they can help us to do in B. - Ask them to share their answers in pairs before checking the answers as a class. Then encourage them to make sentences with matched phrases, e.g. An electric cooker can help us to cook rice. Call some students to write their sentences on the board. Correct if necessary. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement
10. Lesson plan English 6 10 - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: To teach students some words/phrases related to house appliances. To help students have concept and identify the Stress in two-syllable words (words only). To test students' memory of the vocabulary. To practise Stress in two-syllable words in sentences. 2. Content: Understand the new words and do the task Listen and repeat the words with the above mentioned sounds. Pronounce Stress in two-syllable words in sentences. 3. Products: To know about the topic of the lesson, Vocab, grammar points. Students have a chance to identify and practise the Stress in two-syllable words (words only). To give students a chance to apply what they have learnt. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss do Task 3-4-5 in A closer look 1 Step 2: Task performing Task 3: Work in pairs. Ask and Task 3: Work in pairs. Ask and answer answer questions about questions about appliances, using the appliances, using the information information in 2. in 2. Ask students to read the example Suggested answer: first. Ensure that they know what to 1.What can an electric cooker help us to do? do. Then let some pairs - It can help us (to) cook rice and vegetables. role-play the exchange in front of the 2. class. Check pronunciation, if necessary. - Have them work in pairs, one points to the appliance in Task 2 and asks the question, and the other gives the answer about the appliance, using the information in Task 2. - Call some pairs to act out in class. Teacher and other students give comments PRONUNCIATION Task 4: Listen and repeat the Task 4: Listen and repeat the words. words. - picture: bức tranh - robot: người máy
11. Lesson plan English 6 11 - Explain that most - bedroom: phòng ngủ two-syllable nouns and adjectives - kitchen: nhà bếp have stress on the first syllable (e.g. - housework: việc nhà housework, father, brother, pretty, - palace: cung điện famous, etc.) - village: ngôi làng - Give students a few minutes to look at - mountains: núi the words. Explain that these words are all two-syllable nouns. The first syllable of these words is stressed which means it should be pronounced with a louder voice. Draw their attention to the stress mark on the first syllable. - Play the recording several times, if necessary, for students to listen and repeat the words. To reinforce pronunciation, ask them to clap at the stressed syllable as they say the words. - Have students practise saying the words in pairs or groups. Go around to offer help or correct pronunciation, if necessary. Call some students to say the words in front of the class. Check their pronunciation if necessary. Task 5: Listen and repeat the Task 5: Listen and repeat the sentences. Pay sentences. Pay attention to the attention to the stress of the underlined stress of the underlined words. words. - Teacher plays the recording for 1. The picture is on the wall of the bedroom. students to listen and asks students 2. The robot helps me to do the housework. to repeat the sentences after they 3. There's a very big kitchen in the palace. listen. 4. Their village is in the mountains. - Students listen and repeat the given sentences.Teacher asks each group to hand in their paper and checks, the group with more correct sentences is the winner. - Teacher invites the winner to read aloud their sentences. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitucde of Ss in class.
12. Lesson plan English 6 12 ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: Make sentences using the new words and structures Home assignments 3. Products: Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson and make sentences with them - Home assignments Step 2: Task performance - Teacher summarizes the lesson * Home assignments: - Find 10 two-syllable words. Write them - T let Ss take note the home down and practice pronouncing the words. assignments - Do more exercises in workbook. Step 3: Report and discussion - T asks, Ss answer about houses -Step 4: Judgement T gives feedback and requires Ss do home assignments. IV. FEED-BACK:
13. Lesson plan English 6 13 Date of planning: 11/3/2023 UNIT 10: TYPES OF HOUSES Lesson 3: A CLOSER LOOK 2 Week 28 Period: 82 Class Date of teaching Attendance 6D 6E I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: super car, cottage, smartphone, helicopter. * Pronunciation: - Pronounce the key words correctly: super car, cottage, smartphone, helicopter. * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for general and specific information about a types of houses. - talk about houses and appliances in the house. 3. Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses. - Students know the importance of houses and appliances in the house in daily life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP 1. Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of future simple and to increase students’ interest 2. Content: - To review/ introduce the use and the form of the grammar points. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - Ss know the use and form of future simple 4. Implementation: - Teacher instructs - Ss do as required
14. Lesson plan English 6 14 TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Suggested answers: Step 2: Task performance 1. She will learn English + Greeting next year. * Game: Sentence puzzling - Teacher divides the class into 4 groups. 2. His father will - Teacher delivers a set of word cards which work overnight. is a jumble sentences in the present continuous tense to each group. 3. Phong and Nick - Students will have to work in groups to will come. create as many correct sentences from the word cards as possible. 4. Sam won’t finish - The group with more correct sentences will his homework be the winner. Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To introduce targeted grammar of the future simple tense. - To practise targeted grammar of the future simple tense. 2. Content: - the use of the future simple tense. 3. Products: - Vocabulary about the topic - Practising the correct form of the future simple tense. - Practising the correct form of the future simple tense in context 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - To help Ss learn The Present +) S + will + V continuous Tense - My father will travel to the Moon in a - T sets the scene/ context for the super car in the future. listening and reading. - We’ll live in that cottage in the future. - T ask the whole class to do the Tasks in -) S + will not + V A Closer Look 2 - We won’t live in that cottage in the future. Step 2: Task performance - won’t is the short form of will not. Lead in: Teacher explicates the - Will + S + V? forms. - Yes, you / we ... will. - Teacher explains how the future simple - No, you / we ... won’t. tense is used (We use the future simple - Will they live on the Moon?
15. Lesson plan English 6 15 tense to talk about an action that happens - Yes, they will. in the future) and how it is formed No, they won’t (positive, negative, questions and short answers). - Let students read the examples in the yellow box. Draw their attention to the short form ‘ll and won‘t. Task 1: Fill the blanks with will 'll or won't to make the sentences true Task 1: Fill the blanks with will for you. 'll) or won't to make the sentences true for you. - Teacher has students complete Ex. 1(p. Suggested answers: 41). 1. I think I will stay at home tonight. - Teacher then asks students to exchange 2. My friends won't go to the library this their textbooks to check their friends’ afternoon. answers. 3. My mum won't make a cake today. 4. I will have an English test tomorrow. 5. Our family won't move to the new house next week. Task 2: Complete the conversation with will ('ll) or won't. Task 2: Complete the conversation Teacher has students work on the with will ('ll) or won't. exercise individually before they A: Oh, no. The dog ran away again! compare answers with each other. B: Don't worry - he (1) will come back. Teacher gives feedback as a class A: Are you sure he (2) will? discussion. B: OK, he might not come back today. Step 3: Report and discussion But I’m sure he (3) will come back - Ss write down the new vocabulary tomorrow. - T asks, Ss answer some more questions A: I don't believe you! He (4) won't come about the lesson back. We (5) will never see him again. I'm Step 4: Judgement sure. - T gives feedback on the reaction of Ss B: Oh, look ... Here he is! ACTIVITY 3: PRACTICE (20') 1. Aim: To give students opportunities to use Simple Future tense correctly in context. To help students distinguish and use correctly MIGHT To help students practise using Simple Fiture Tense in real context. 2. Content: Exercises of Simple Future tense Practise using MIGHT Further practice on the use of Simple Fiture Tense. 3. Products: Use Simple Future tense to do the exercises To give students some practice on the use of MIGHT. Use Simple Fiture Tense correctly
16. Lesson plan English 6 16 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing Task 3: Write sentences, using will ('ll) or won't and the words Task 3: Write sentences, using will given. ('ll) or won't and the words given. Teacher has students work on the Answer key: exercise individually before they 1.A computer will / won’t help me to do my compare answers with each other. housework. - Teacher gives feedback as a class 2.A robot will help me to water the flowers. discussion. 3.A smart TV won’t help me to cook meals. 4.A washing machine will / won’t help me to iron the clothes. 5.A smart phone won’t help me to take care Task 4: Read the two poems. Tick T of the children. (True) of F (False). Task 4: Read the two poems. Tick T Teacher explains how might + V is used (True) of F (False). (We use might + V to talk about actions MIGHT: that are possible in the future - we are +) S + might + V not sure if the actions will happen or not) -) S + might not + V. and how it is formed. In the Future Then let students read the examples in We might go on holiday to the Moon. the table. We might stay there for a long time. - Play the recording and ask students to We might have a great time. listen and read the poems, focusing on We might come home soon. the rhythm and intonation. Henry, aged 11. - Ask students to read the poems In the Future individually and underline all the phrases We might live with robots. might + V. They might clean our houses. - Let students do the task below and share They might wash our clothes. the answers together. They might not talk to us. Invite one or two students to say out loud Jenny, aged 12. their answers in front of the class, then 1. T 2. T 3. F 4. F 5. T 6. F check the answers as a class. Task 5: Work in groups. Think about what you might do or have in the Task 5: Work in groups. Think about future. Share your ideas with your what you might do or have in the classmates. future. Share your ideas with your - Teacher lets students work in groups. classmates. - Teacher gives help if needed - Teacher calls some Ss to read aloud their Suggested answers: answer and check with the whole class. -I might have a smartphone to surf the internet.
17. Lesson plan English 6 17 Step 3: Report and discussion - I might have a helicopter to travel - Ss work independently and in pairs, in around the world. groups - I might have a robot to help me to do - Share the answers homework. Step 4: Judgement - I might have a remote control to control all - T gives feedback on the answers and the appliances in my house. studying attitude of Ss in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: Make sentences using adjectives to to compare people and things in their classroom, using comparative adjectives. Home assignments 3. Products: Review the old lesson Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - T asks some Ss to make sentences using MIGHT - Home assignments Step 2: Task performance - T summarises the main points of the * Home assignments: lesson. - Do Exercise 4 and Exercise 5, write the - T lets Ss take note the home assignment answers on the notebooks - Do more exercises in workbook. Step 3: Report and discussion - T asks, Ss answer about positions of things -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK:
18. Lesson plan English 6 18 Date of planning: 11/3/2023 UNIT 10: HOUSES IN THE FUTURE Lesson 4: COMMUNICATION Week 28 Period: 83 Class Date of teaching Attendance 6D 6E I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: surprise, amazing, fantastic, surroundings . * Pronunciation: - Pronounce the key words correctly: surprise, amazing, fantastic, surroundings . * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for general and specific information about a types of houses. - talk about houses and appliances in the house. 3. Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses. - Students know the importance of houses and appliances in the house in daily life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: - To revise the old lesson. - To activate students’ prior knowledge and to increase students’ interest. 2. Content: - Use everyday expressions to develop the language skills. - Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class - lexical items of cities and landmarks 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson
19. Lesson plan English 6 19 - Developing the language skills by asking and answering questions. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting * BINGO - Teacher asks students to make a table onto their notebook and fill out with different household appliances. - Teacher reads out loud 9 household appliances. Which students has a line of 3 can shout: BINGO. - Teacher checks the answer. * EVERYDAY ENGLISH * “How to express surprises”. Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To practice the structure to express surprise 2. Content: To apply the knowledge about the structure to express surprise 3. Products: Vocabulary about the topic How to use the structure to express surprise 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context to reading and listening - T ask the whole class to do the Tasks in Communication Step 2: Task performance Task 1: Listen and read the Task 1: Listen and read the conversation. Highlight the expressions. conversation. Highlight the - Play the recording and let students listen and expressions. read the conversation at the same time. Audio script: David: John! Hello!
20. Lesson plan English 6 20 - Then have them read the conversation John: Oh, hi, David. Wow! Is sentence by sentence. Draw their attention to that your computer? It looks great. the highlighted sentences. David: Yes, it’s my new - Elicit the structure to express surprise from computer. My parents gave it to me students. for my birthday. * Wow! Is that + object? * It looks + adjective. - Ask them to act out the conversation in pairs. - Go around and offer help, if necessary. Check their pronunciation Task 2: Work in pairs. Express your Task 2: Work in pairs. Express your surprise when you see your partner's new surprise when you see your partner's watch, TV, mobile phone, etc new watch, TV, mobile phone, etc Contest: The acting queen/king. Wow! Is that your new watch? It’s - Let students work in pairs, one expresses his / really beautiful! her surprise when he / she sees the other’s new Look! You have a new TV, don’t you? things (watch, TV, mobile phone, shoes, etc.). It’s so amazing! Ask students to use the structure to express Wow! Look at this mobile phone! It’s surprise in Task 1. fantastic! Then let some students to join the contest THE ACTING QUEEN/ KING. Let the rest of the class comments and rewards. Step 3: Report and discussion - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: To help students practise new words about houses and what appliances To apply the knowledge To help students ask and answer questions about themselves concerning their future houses and appliances 2. Content: Conversation about houses and what appliances will help us to do in the future houses. Conversation about future houses and appliances Ability to ask and answer questions about themselves concerning the future houses and appliances 3. Products: More knowledge of the topic 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises