Kế hoạch bài dạy Tiếng Anh 6 - Unit 8: Sports and games

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 - Unit 8: Sports and games

1. Lesson plan English 6 1 UNIT 8: SPORTS AND GAMES Lesson 1: GETTING STARTED Week 21 Period: 62 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: fix, gym, table tennis, club, cycle, chess, aerobics, swimming, volleyball. * Pronunciation: - Pronounce the key words correctly: fix, gym, table tennis, club, cycle, chess, aerobics, swimming, volleyball. * Grammar: - use the Past Simple. - use imperatives to tell someone to do something. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - talk about famous sports people. - read for general and specific information about sports. 3. Qualities: - Positive about sports and games. - Students know the importance of playing sports everyday as well as how to do physical exercises properly. - 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 the unit. 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..
2. Lesson plan English 6 2 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Chatting. Step 2: Task performance + Greeting - Teacher writes the words SPORTS Suggested answer: AND GAMES on the board and asks students to give any words relating karate to the topic. - Teacher may allow students to give gym . .. a Vietnamese word and asks other sports students in the class if they know the equivalent in English. marathon football - Ss answer - Teacher writes on the corner of the board a list of the words which students cannot translate into English and asks them to keep a record for later reference when the unit finishes. - Teacher lets students open their books and starts the lesson. Step 3: Report and discussion - T leads in the lesson about vocabulary and pronunciation. - 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 introduce the vocabulary appearing in the text. - To practice the targeted language and the background knowledge of the topic sports and games. - To help students get the main idea of the text. 2. Content: -Learn some new words. Read the conversation and find out new words. 3. Products: - Vocabulary about the topic - Understanding the conversation; topic of the lesson, grammar points 4. Implementation:
3. Lesson plan English 6 3 TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. Step 2: Task performance Lead in: Teacher draws students’ 1. Where are the two kids? attention to the picture in the 2. What sports are they going to play? textbook and asks them questions Suggested answers: about the picture: 1. They are in the gym/ school gym. - Ss answer 2. They are going to run. VOCABULARY VOCABULARY - Teacher introduces the vocabulary - fix (adj) by: - gym (n) + providing definitions of the words. - table tennis (n) + showing the pictures illustrating the - club (n) words. - cycle (v) - Ss answer the teacher’s questions - chess (n) and write down the new words. - aerobics (n) - swimming (n) - volleyball (n) Task 1: Listen and read. Task 1: Listen and read. - Teacher plays the recording twice. - Students listen and read. - Teacher checks students’ prediction. - Teacher calls 3 students to read the conversation aloud. 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 1. Aim: -To have students get specific information of the text and understand the conversation better. - To introduce some vocabulary related to the topic of the unit; - To help students practice speaking and learn about how sporty they are. 2. Content: Filling in the gaps. Understand the conversation; grammar points; Use learnt vocabulary to practice speaking 3. Products:
4. Lesson plan English 6 4 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 let Ss learn Task 2 – Getting Started - Unit 1 Step 2: Task performing Task 2: Put ONE word from the Task 2: Put ONE word conversation in each gap. from the conversation in each 1. Duong looks fit. He often does karate. gap. 2. Mai likes coming to the gym. The equipment - Teacher asks students to do there is great. this activity independently, reminds 3. Duong played table tennis with them of the ways to do the activity Duyyesterday, and he won. if needed. Students may refer back 4. Mai and Duong will meet at Superfit Club on to the conversation for the context Sunday. of the words they need to fill the 5. Mai will cycle to Superfit Club. gaps. - Teacher allows students to share their answers before discussing in pairs or as a class. - Ss do as required - Teacher writes the correct answers on the board. - Teacher explains the meanings of some words if necessary. - Students practise saying the sentences together. Task 3: Name these sports and Task 3: Name these sports and games, using games, using the words from the the words from the box. box. *Pelmanism - Teacher divides the class into groups of fours, prepares each group 2 sets of cards, one includes pictures of sports and games and the other includes their names. - Students work in groups Answer key: and label the pictures with the 1. cycling correct words given. The group 2. aerobics matches faster and correctly is the 3. table tennis winner. 4. swimming - Teacher checks with the 5. chess whole class, asks them for the 6. volleyball
5. Lesson plan English 6 5 meanings of the words. Provide them with the meanings of the words they don’t know. Teacher - A sport: an activity that you do for pleasure and may also ask them if they play these that needs physical exercise. (running, cycling, sports and games or if people in mountain climbing, ...) Viet Nam play them. A game: an activity or a sport with rules in - Teacher helps students differentiate which people or teams compete against each between a sport and a game. other. (chess, football, card games, computer games, ...) Task 4: Work in pairs. Ask your Task 4: Work in pairs. Ask your partner these partner these questions to find out questions to find out how sporty they are. how sporty they are. 1. Can you swim? - Teacher lets students work A. Yes. B. No. in pairs (or in groups) to ask and 2. Do you play outdoors every day? answer the questions. Some pairs A. Yes. B. No. (or groups) may report their results 3. Do you usually do morning exercise? to the class. (In their groups, how A. Yes. B. No. many students with answers “A”, 4. What do you usually do at break time at how many with answers “B” and school? who is the sportiest in their groups.) A. Play in the schoolyard. B. Sit in the - Ss work in pairs or in classroom. groups, ask and answer the 5. What do you think of sports and games? questions then note some A. Very good. B. Not useful. information to report to the class if required. - Teacher may want to find out how sporty the class is by writing the results on the board. 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 indicating sports and games To give Home assigments 2. Content: Revision. Home assigments 3. Products: Know more some words about home. Take note Home assigments 4. Implementation:
6. Lesson plan English 6 6 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. - Home assigments Step 2: Task performance - Teacher summarizes all opinions - T let Ss take note the home assigments - Step 3: Report and discussion * Home assigments: - T says something about the class - Do exercise in the workbook. time. - Rewrite some sports and games that you -Step 4: Judgement know. T gives feedback and requires Ss do homework. IV. FEED-BACK:
7. Lesson plan English 6 7 UNIT 8: SPORTS AND GAMES Lesson 2: A CLOSER LOOK 1 Week 21 Period: 63 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: racket, goggles, competition, champion, marathon. * Pronunciation: - Pronounce the key words correctly: racket, goggles, competition, champion, marathon. - Pronounce the sounds /e/ and /ổ/correctly * Grammar: - use the Past Simple. - use imperatives to tell someone to do something. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - talk about what children should / shouldn't do at Tet; - read for general and specific information about favourite sports stars. 3. Qualities: - Positive about sports and games. - Students know the importance of playing sports everyday as well as how to do physical exercises properly. - 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. - A friendly and relaxed atmostphere to the new lesson
8. Lesson plan English 6 8 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting * Matching - Teacher divides the class into two teams. One member from each team, in turns, comes to the board and lists all the sports and games they have learnt. - The team with more correct answers in two minutes is the winner. - Ss play the game. - Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about sports and games and two sounds /e/ and /ổ/. - Ss open their books and notebooks. 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 introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned. - To revise/ teach the names of some equipment to be used in some sports/ games. 2. Content: - Learn some new words . Read the conversation and find out new words - Matching exercise 3. Products: - Know more new words. Understanding the conversation; topic of the lesson, grammar points 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for doing exercises
9. Lesson plan English 6 9 - T ask the whole class to do the Tasks in A VOCABULARY Closer Look 1 1.racket (n) Step 2: Task performance 2.goggles (n) VOCABULARY 3.competition (n) - Teacher introduces the vocabulary by 4.champion (n) + providing explanations of the words; 5. marathon (n) + showing picture illustrating the words. Task 1: Write the right words under Task 1: Write the right words under the pictures. the pictures. - Teacher asks students to look at the pictures and see if they can write the words under the pictures. - Teacher lets students work individually, tells them to put the words and phrases given under the right pictures. - Teacher calls a student to come and write their answer on the board. The rest of the class may pair compare. - Teacher checks the answer with the whole class and explains the meanings to them if necessary. If there is enough time, let ss give examples. Answer key: 1. ball 2. sports shoes 3. boat 4. racket 5. goggles Task 2: What sports are these Task 2: What sports are these things things for? Match each thing in column for? Match each thing in column A A with a sport in column B. with a sport in column B. - Teacher tells students to do the Example: task independently first, then calls on – table tennis – bats some students to write their answers on – running – sports shoes the board, then checks their answers as a – chess – chessboard + chessmen class. / chess pieces - Teacher checks with the whole Answer key: class, asks students to give more names of 1. c sports and equipment to be used with 2. d them. 3. a 4. b Step 3: Report and discussion 5. e - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson
10. Lesson plan English 6 10 Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: - To introduce some vocabulary related to the topic of the unit; - To introduce the grammar point of this unit: the present simple. - To give students practice on how to use words related to sports/ games in context. - To help students identify and practise the /e/ and /ổ/sounds. 2. Content: Understand the new words and do the filling exercise. Listen and repeat the words with the above mentioned sounds. Pronounce the sounds /e/ and /ổ/ correctly in context. 3. Products: Know more new words. Understand the conversation; topic of the lesson, Vocab, grammar points Students have a chance to identify and practise the /e/ and /ổ/ sounds. 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 all theTasks in A closer look 1 Step 2: Task performing Task 3: Fill each blank with the words Task 3: Fill each blank with the words from the box. from the box. - Teacher has students read the sentences Answer key: and fill the blanks with the words given, 1. competition then read the sentences carefully and look 2. champion for clues so that they can choose the right 3. congratulations words to complete the sentences. 4. sporty - Teacher calls one student to write the 5. marathon words on the board, then gives correction. - Ss do the exercise individually - For more able students, teacher asks them to make sentences with the words. Other students and teacher give comments. Task 4: Listen and repeat. Pay Task 4: Listen and repeat. Pay attention to the sound /e/ and /ổ/. attention to the sound /e/ and /ổ/. Teacher asks students to read the 1. /e/: words first as they are familiar with chess tennis exercise contest students. 2. /ổ/: Teacher plays the recording and racket match marathon active asks students to listen carefully and check if they have pronounced them correctly. Teacher plays the recording again. Students listen and repeat.
11. Lesson plan English 6 11 Teacher calls some students to read the words individually. Task 5: Listen and repeat. Underline Task 5: Listen and repeat. Underline the words with the sound /e/ and /ổ/. the words with the sound /e/ and /ổ/. - Before listening, teacher lets students Answer key: discuss in pairs and find the words with 1. They cannot take part in this contest. the sound /e/ and /ổ/. 2. They began the match very late. - Teacher plays the recording for students to 3. Please get the racket for me. check and repeat the sentences. 4. We play chess every Saturday. *Game: Who is faster? 5. My grandpa is old, but he’s active. - Teacher divides students into groups of four, gives each group a piece of paper, ask them to write sentences including 2 features: sports and games and one of the sounds /e/ or /ổ/. (E.g. My favourite sport is table tennis.) - Ss play in groups. - 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. 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: Know more some words about house 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.
12. Lesson plan English 6 12 - 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: - T let Ss take note the home assignment - Find 3 more sports or games that have Step 3: Report and discussion the sound /e/ or /ổ/. - T asks, Ss answer about sports - Do more exercises in workbook. -Step 4: Judgement T gives feedback and requires Ss do home assignments. IV. FEED-BACK: Kí DUYỆT CỦA TỔ CHUYấN MễN Ngày thỏng năm 2024 Nguyễn Thị Thỳy Nga
13. Lesson plan English 6 13 Unit 8: SPORTS AND GAMES Lesson 3: A CLOSER LOOK 2 Week 22 Period: 64 By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: chew, swallow, part, lift, fire, tidy. * Pronunciation: - Pronounce the key words correctly: chew, swallow, part, lift, fire, tidy. * Grammar: - use the Past Simple. - use imperatives to tell someone to do something. 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 favourite sports stars. - talk about famous sports people. 3. Qualities: - Positive about sports and games. - Students know the importance of playing sports everyday as well as how to do physical exercises properly - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Laptop, loudspeaker, projector Students: Text books, studying equipment’s . II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aim: To activate students’ prior knowledge related to the targeted grammar of past simple tense 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
14. Lesson plan English 6 14 -Ss know the use and form of Simple Past Tense and Imperatives. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting * Game: Pelmanism Greeting - Teacher divides the class into watch TV watched TV groups of fours, prepares each group 2 play computer played computer sets of cards, one includes activities in games games infinitive forms and the other includes have lunch had lunch those of past simple form. drink water drank water - Students work in groups and teach English taught English match the card with infinitive form with learn French learnt French its correct past simple form. The group go to school went to school matches faster and correctly is the do homework did homework winner. be at hom was/were at hom - Teacher may use projector and lets students play the game in teams. 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 past simple tense. To help students practise using the past simple in context. 2. Content: The use of past simple tense. To practice using the past simple in context. 3. Products: Practising the correct form of the past simple. Practicing the past simple in context. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - To help Ss identify the use of past simple tense. - T sets the scene/ context for the reading.
15. Lesson plan English 6 15 - T ask the whole class to do the Tasks in A Closer Look 2 Step 2: Task performance -Teacher draws students’ attention to the form of the verbs in the game and asks them whether they know the target tense. Language analysis 1. The past simple tense - Past simple tense - Elicit past simple tense Form Example - Teacher provides or confirms to S + was/ They were friends. the answers and leads in the grammar be were + . focus of the lesson: S + She wasn’t at -Teacher asks students to give the wasn’t/ home last night. rules and lets them study the grammar weren’t + box. . Was/ Were you good Were + S + at French? ? W/H + Who was with was/ were you at the + S + ? party? to She played S + Ved + verb tennis yesterday . morning. S + didn’t He didn’t work + Vinf + yesterday. . Did they go to Did + S + school last Vinf + ? Monday? W/H + did When did you + S + Vinf go to the + ? supermarket? Task 1: Choose the correct answer A, B Task 1: Choose the correct or C. answer A, B or C. Answer key: - Teacher lets students do the task 1.C individually and then compares their 2.B answers in pairs. 3.C - Teacher tells students that when 4.A they do the multiple choice questions, 5.B they should first read the sentences (stems) and the options carefully. After that they should choose the answer that they think is correct by eliminating each clearly wrong answer. Then they get the most possibly correct answer.
16. Lesson plan English 6 16 - Teacher checks and confirms students’ answers Task 2: Write the correct form of the Task 2: Write the correct form verbs. of the verbs. - Teacher lets students do the task Answer key: individually, asks them to read the 1.went conversation first, so that they understand 2.had the context to use the verbs given in the 3.did you do correct form. 4.visited - Teacher may call on some students 5.ate separately to read out their answers and 6.scored corrects their answers if they’re wrong, gives explanation if necessary. - Ss work in groups -Teacher then calls some pairs to read the conversation with the correct verb form, corrects their pronunciation and intonation 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 - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: To help students practise using the past simple in real situation. To help students know and understand the use of imperatives. To help students use the correct form of the imperative in different situations. To help students practise using imperatives to tell someone to do something in real context. 2. Content: Exercises of Past Simple Tense Practise using imperatives. Further practice on the use of imperatives. 3. Products: Use Past Simple Tense to do the exercises To give students some practice on the use of imperatives. Use imperatives correctly. 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
17. Lesson plan English 6 17 Task 3: Look at each picture Task 3: Look at each picture and and choose the correct answer. choose the correct answer. - Teacher divides the class into groups of 4, then lets students take turns to ask and answer questions about their last weekend. - Teacher encourages them to give as many sentences as possible, tell them to use all the three forms (affirmative, negative, and questions). - Some more able students can report to the class about one of their friends’ last weekend. A: Did you do any sports last weekend? B: Oh, yes, and I was exhausted. C: Really? What did you do? A: I played football with my neighbours at the stadium. We had a great football match. B: What was the result? A: We won and I scored a beautiful goal. How about you? B: I also had a nice weekend with my family. We had a barbecue in the park near our house. C: Did you fly the kites? It was windy last weekend. B: Oh, yes. I had a lot of fun. How was your last weekend? C: I came back my hometown to visit my grandparents. I swam in the river with the children there. It was really interesting. A: It sounds great! Examples: Imperatives • Do more exercise. - Teacher sets context to lead in the lesson: • Don’t spend much time on computer there is an obese kid, let’s tell the kids games. what to do/ what not to do to stay fit and Positive V healthy by using imperatives. Negative Don’t + V - Teacher asks students to give the rules and when to use imperatives: use Task 4: Look at each picture and choose imperatives to tell someone to do the correct answer. something or to give direct order. Answer key: 1. Don’t park
18. Lesson plan English 6 18 Task 4: Look at each picture and 2. Close choose the correct answer. 3. Tidy up - Teacher tells students to work in pairs, 4. Don’t use gives them about 2 – 3 minutes to do the 5. Try task. - Teacher goes round, observes the class and gives help if necessary. - Ss work in pairs to do the task - Teacher calls on some students to read their answers, then checks their answers as a class. - Ss read aloud their answers and correct mistakes (if any) Task 5: Tell your friends what to do and Task 5: Tell your friends what to do and what not to do at the gym. what not to do at the gym. Suggested answers: - Teacher lets students work in groups of - Pay your fee first. four, gives each group a piece of paper, - Put on your trainers/ sports shoes. asks them to take turns to tell their - Listen to the instructor carefully. friends what to do and what not to do at - Don’t litter. the gym and write down the answer in - Don’t eat or drink at the gym. the paper in 3 minutes. - Teacher gives help and lets them give as many sentences as possible. - Teacher calls some groups to read aloud their answer and check with the whole class. - If there is still time, teacher may ask students to draw a picture illustrating one of the gym rules in the blank space at the bottom of the page in their notebooks. Make sure that students write the rules somewhere in the picture. (This may be done as homework.) Step 3: Report and discussion - Ss work independently and in pairs, in groups - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude of Ss in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments
19. Lesson plan English 6 19 2. Content: Knowledge that students have gained in this lesson 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. - Home assignments Step 2: Task performance - T summarises the main points of the lesson. - T lets Ss take note the home assignment Step 3: Report and discussion * Home assignments: - T asks, Ss answer about positions of - Make 3 sentences about yourself, using the things past simple. -Step 4: Judgement - Give 3 orders or tell your friends to do an T gives feedback and requires Ss do activity/ everyday routine. homework. - Do exercises in the workbook. IV. FEED-BACK:
20. Lesson plan English 6 20 UNIT 8: SPORTS AND GAMES Lesson 4: COMMUNICATION Week 22 Period: 65 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: recycle, plastic bottle, marathon, champion, match, take place. * Pronunciation: - Pronounce the key words correctly: recycle, plastic bottle, marathon, champion, match, take place. * Grammar: - use the Past Simple. - use imperatives to tell someone to do something. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - talk about sports and games that they like. - listening for specific information 3. Qualities: - Positive about sports and games. - Students know the importance of playing sports everyday as well as how to do physical exercises properly. 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 to increase students’ interest. To lead in the lesson about communication. * Everyday English Asking for and giving information about TV programmes 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 sports