Giáo án cả năm Tiếng Anh Lớp 6

Nội dung text: Giáo án cả năm Tiếng Anh Lớp 6

1. REVIEW 1 (UNITS 1+2+3) Lesson 1: Language Lesson aim(s) By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3. Materials (referenced) - Grade 6 text book, Review 1 - Language - Pictures, printed chart, crossword puzzle - sachmem.vn Anticipated difficulties Solutions 1. Students may find the lesson - Encourage students to work in pairs, boring due to a large number of in groups so that they can help each language exercises. other. - Design as many exercises as games as possible. - Provide feedback and help if necessary. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 160
2. Board Plan Date of teaching Review 1 Lesson 1: Language * Warm-up Memory game: Complete the chart. I. Practice * Pronunciation Task 1: Choose the word whose underlined part is pronounced differently. Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/. * Vocabulary Task 3: Complete the words. Task 4: Solve the crossword puzzle. * Grammar Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C. Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets. * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up To revise the * Memory game 5 language that - Teacher draws/sticks an Team work mins students have unfinished chart which learnt in Units summarizes the language 1+2+3. that students have learnt in Units 1, 2, 3 on the board. - Teacher divides the class into 2 teams and asks students to run in a relay to complete the chart: 161
3. - The team with the most correct answers will be the winner. Suggested answer: Practice To help * PRONUNCIATION 35 students Task 1: Choose the word mins review the whose underlined part is pronunciation pronounced differently. of the sounds - Teacher elicits the rules T-Ss learnt in Units of pronouncing final -s if 1-2-3: /ɑ:/ and needed. /ʌ/; /s/ and /z/ - Students do this exercise S correctly. individually then share Ss-Ss their answers with their partners. T-Ss 162
4. - Teacher gives feedback and confirms the answers. Answer key: 1. C 2. A 3. B 4. A To help 5. B students review the Task 2: Write the names pronunciation of school things and of the sounds furniture in the house /b/ and /p/ in which begin with /b/ and words. /p/. Pair work - Teacher organizes this task as a game. - Students do this task in pairs. The pair that finds the most words will go to the board and write their answers. - Other pairs may want to T-Ss add more words. Write other words on the board. - Teacher gives feedback and confirms the answers. Suggested answers: /b/ book, bag, bed /p/ pen, pencil, picture, poste To help students review the * VOCABULARY word groups Task 3: Complete the words. 163
5. students to listen and repeat. While- To develop Task 2: Read the 10 Reading reading skill for passages and decide mins specific who says sentences 1 – T- Ss information. 5. (p. 64) * Scanning: Teacher reminds students on how to scan a text. • Know what you are looking for. (read the questions and underline key words in each 1 question) • Identify the key words in text and move 2 quickly • Read the rest of the text. (when you find key words, read the surrounding words to check 3 your answers) lishtest.org/test-guide- scanning-reading/) - Teacher asks students to work individually. - After the time is over, S teacher asks students Ss-Ss to compare their T-Ss answers together, and discuss with each other if they don’t have the same answers. - Teacher checks the answers in the whole class and asks for students’ explanation. Answer key: 1. C 2. A 3. B 4. C 5. D 495
6. Post-Reading To check * Test your memory – 5 students’ reading grab the words game. mins comprehension. - Teacher divides Ss-Ss students into groups of four. - Teacher asks students to close their textbooks and tells them that they are going to play a game to see who has the best memory and the fastest hand in their group. - Teacher gives each group 14 strips of paper, and tells the students the rule of the game: ➢ Spead all the strips of paper on the table randomly ➢ When the teacher says “Start”, quickly grab the strips of paper with the things appearing in the passage. Lucky money A cat’s cry Fireworks Cooking together Visiting relatives Buying new clothes Going the pagoda A day full of fun Decorating the house Saying wishes 496
7. Cheering and singing Dress beautifully Rice Lucky animals Answers key: Lucky money; A day full of fun; A cat’s cry; Fireworks; Saying wishes; Cheering and singing; Rice; Lucky animals - After 1 minute, teacher asks students to open their books and check in groups to decide who is the winner. The winner is the one with the largest number of correct strips of paper. - Teacher shows the answers for the students to check one more time. Pre-Speaking - To help revise Task 3: Work in 5 what the groups. These are mins students have some activities from learned in the reading passages in passages in Task 1. Tell your Task 1 and group if you do them practice talking during Tet. (p. 64) about them. - Teacher draws T-Ss - To help students’ attention to students the example. generate ideas - Teacher calls on one for their students to model the speaking based example. on what they - Teacher asks students Group have read. to work in groups of 4 work 497
8. to tell other members of the group what they do/don’t do during Tet. Teacher encourages students to mention more activities than the ones listed in 3. - Teacher goes around and offers help if needed. - Teacher calls on some Ss-Ss students to report the results of their group to the class. While- To help students * DISCUSSION 7 Speaking use what they Task 4: Work in mins have learned so groups. Read the list far to express and discuss what you judgement on should or shouldn’t do what children at Tet. (p. 64) should/shouldn’t - Teacher draws T-Ss do at Tet. students’ attention to the example provied, and asks 2 students to model the conversation. - Teacher tells students Group that to form an work opinion using should/ shouldn’t, students have to decide whether each activity is good. - Teacher asks students Ss- Ss to work in groups of 4 to talk in their groups and encourages them to use the languages from the example. 498
9. - Teacher goes around the class and offers help if needed. - Teacher calls students to share their opinions with the class. Post- To provide - Teacher asks students T-Ss 3 Speaking students to use whether they still mins their own remember Russ from knowledge and the USA, and asks Ss the knowledge to discuss freely in they have gained pair: in the lesson - “What the children in Pair work today to talk in the USA should or groups in a less shouldn’t do during controlled way. the New Year?” - Teacher encourages students to freely express their opinion. - Teacher calls some Ss-Ss students to report their opinion to the whole class. Note: There is no right or wrong for this question. Students can make guesses based on what they know. Consolidation To consolidate Teacher asks students to T-Ss 2 what students talk about what they mins have learnt in the have learnt in the lesson. lesson. Homework To let students Teacher asks students to T-Ss 1 learn more about search for information min what children about what children should/ should/ shouldn’t do shouldn’t do during New Year days during New Year in the USA. days in the USA. 499
10. UNIT 6: OUR TET HOLIDAY Lesson 6: Skills 2 Lesson aim(s) By the end of the lesson, students will be able to: - listen for specific information about preparations for Tet; - write an email about what people should/ shouldn’t do at Tet. Materials (referenced) - Grade 6 textbook, Unit 6, Skills 2 - CD, cassette - sachmem.vn Anticipated difficulties Solutions 1. Students may have - Play the recording many times if any underdeveloped listening, writing and necessary. co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 501
11. Board Plan Date of teaching Unit 6: Our Tet holiday Lesson 6: Skills 2 * Warm-up Unjumble the words: REPPREA OFR ETT PREPARE FOR TET I. Listening: *Brainstorm: Preparing for Tet Task 1: Listen and tick the things you hear. (p. 65) Task 2: Listen again and answer the questions in one or two words. (p. 65) * Make a quiz for your friend. II. Writing: Task 3: Work in groups. Discuss and make a list of four things that you think children should and shouldn’t do at Tet. (p. 65) Task 4: Complete the email, using your ideas in 3. (p. 65) * Homework Interactio Tim Stage Stage aim Procedure n e Warm-up To introduce * UNJUMBLE THE 3 the topics of WORDS mins the listening, - Teacher writes on the T-Ss and also arouse board the jumbled students’ words: interest. REPPREA OFR ETT - Teacher asks students to unjumble the words on board. Those who find 502
12. the words will be the winner. - Teacher allows students to give their answers freely until someone find the answer. Answers key: PREPARE FOR TET Pre-Listening To help * Brainstorm: 5 students - Teacher writes on the T-Ss mins brainstorm board and asks students ideas about Tet how their family and preparation. they prepare for Tet. Preparing for Tet - Teacher accepts all reasonable answers and writes on the board. Suggested answers: ➢ Buy new clothes ➢ Clean the house ➢ Decorate the house - Teacher tells students that they are going to listen to Nguyen’s letter to his pen-friend – Tom about how his family prepares for Tet. While- - To help Task 1: Listen and tick 10 Listening students the things you hear. mins develop (p. 65) listening skill - Teacher asks students to T-Ss for specific read aloud the list of information. words, makes sure 503
13. - To help students produce them students correctly. This would develop help them recognize the listening skill key words when they for specific are doing the listening. information - Teacher plays the (short-answer recording one or two question). times (depending on - To help students’ levels). students - Teacher lets students combine work individually. S listening and - Teacher asks students to writing at the compare their answers Ss-Ss same time. in pairs. - Teacher checks the answers as a class. T-Ss Answer key: old things, peach flowers, new clothes, wishes Task 2: Listen again and answer the questions in one or two words. (p. 65) - Teacher asks students to T-Ss read the questions carefully and underline keywords in each question to determine what information they need to answer the questions. - Teacher reminds students that: nouns; T-Ss main verbs; wh-words; adjectives and adverbs are usually keywords. 504
14. Key word main- nouns wh-words adjectives adverbs verbs T-Ss - Teacher models one question and asks students to do the same with the rest. 1. What do they throw S away before Tet? - Teacher reminds students to pay attention to the WORD LIMIT. - Teacher plays the recording. Ss-Ss - Teacher asks students to swap their answers in pairs before checking their answers as a class. Answer key: 1. old things 2. (their) homes 3. red 4. (my) father 5. anything Audio script: Dear Tom, Tet is coming and I’m very happy. We do a lot of things before Tet. We throw some old things away. We clean and decorate our homes. My mother goes shopping and buys food, red envelopes, and peach flowers. She also buys new clothes for us. My father makes banh chung and cooks them on 505
15. an open fire. He says that I should make some wishes at Tet, and I shouldn’t break anything. It brings bad luck. Yours, Nguyen. Post- To test * Make a quiz for your Pair work 6 Listening students’ friend. mins memory for the - Teacher puts students in listening text in pairs, and reminds a creative way; students of the types of to check listening questions they students’ usually see: listening - T/F; multiple-choice; comprehension. short-answer question. - Teacher asks each students in a pair to write two questions for their partner based on what they remember about the listening. - After finish writing, students take turns to ask and answer in pairs. - Teacher walks around the class and provides help if needed. - After 2 minutes, teacher asks for the winner in each pair and praises them. Pre-Writing To help Task 3: Work in groups. 6 students Discuss and make a list mins brainstorm of four things that you ideas for their think children should email; and to and shouldn’t do at Tet. review Tet (p. 65) vocabulary. - Teacher divides Group students into groups of work 506
16. four to discuss and make a list of the things they think children should/shouldn’t do at Tet. - Teacher guides students to write short phrases/ notes instead of full sentences here. - Teacher walks around T-Ss and observes students’ performances. If students come up with any new activities or things, teacher writes it on the board for other students to see and discuss. While- To help Task 4: Complete the 10 Writing students email, using your ideas mins complete an in 3. (p. 65) email talking - Teacher asks students to about what read what has been S people should/ written in the shouldn’t do at incomplete email, and Tet. ask students to decide what will come in between the sentences. - Teacher lets students do this task individually. - Teacher walks around the class and offers help if needed. Post-Writing To peer check, - Teacher asks students to Ss-Ss 2 cross check and exchange their mins final check textbooks to check their students’ friends’ writing. writing. - Teacher then calls one T-Ss or two students to share 507
17. their writing with the class. - Teacher gives feedback. Consolidation To consolidate Teacher asks students to T-Ss 2 what students talk about what they have mins have learnt in learnt in the lesson. the lesson. Homework To allow Imagine that you are Tom 1 students to – Nguyen’s pen friend. min write a letter in Write a letter back to a more Nguyen to tell him about challenging what people should and way. shouldn’t do in the New year in your country. 508
18. UNIT 6: OUR TET HOLIDAY Lesson 7: Looking back & Project Lesson aim(s) By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 6; - apply what they have learnt (vocabulary and grammar) into practice through a project. Materials (referenced) - Grade 6 textbook, Unit 6, Looking back & Project - Handouts, a peach blossom tree - sachmem.vn. Anticipated difficulties Solutions 1. Students may have - Encourage students to work in pairs, underdeveloped speaking, writing in groups so that they can help each and co-operating skills when doing other. project. - Provide feedback and help if necessary. 2. Some students will excessively - Define expectation in explicit detail. talk in the class. - Have excessive talking students practice. - Continue to define expectations in small chunks (before every activity). 509
19. Board Plan Date of teaching Unit 6: Our Tet holiday Lesson 7: Looking back & Project * Warm-up Crossword: things and activities at Tet. I. Looking back: Task 1: Match the verbs on the left with the nouns on the right. (p. 66) Task 2: Complete the sentences with the words/phrases in the box. (p. 66) Task 3: Tick the things a child should do and cross the things he/she shouldn’t when visiting someone’s house at Tet. Then write sentences using should/ shouldn’t. (p. 66) Task 4: Read the passage and fill the blanks with some or any. (p. 66) II. Project: I WISH * Homework Stage Stage aim Procedure Interactio Tim n e Warm-up To revise * CROSSWORD 5 the - Teacher prepares a mins vocabulary crossword game with a related to clue picture for each word. the topic and - Teacher divides students lead in the into groups. next part of - The first group to finish Group the lesson. the crosswords with all work correct answers will be the winner. 510
20. Clues: Across 5. 6. 7. Down 1. 2. 3. 511
21. 4. Answer key: 1. peach flowers 2. fireworks 3. lucky money 4. wish T - Ss 5. clean the furniture 6. shopping 7. special food - Teacher checks the answers as a class. Looking back To help Task 1: Match the verbs 16 students on the left with the nouns mins revise the on the right. (p. 66) vocabulary - Teacher encourages S about things students to complete the and task individually. activities at - Students exchange their Ss-Ss Tet. textbooks to compare their answers together. - Teacher gives feedback to T-Ss the whole class. Answer key: 1. D 2. C 3. E 4. A 5. B 6. F Task 2: Complete the To help sentences with the students 512
22. revise the words/phrases in the box. vocabulary (p. 66) about Tet in - Teacher encourages S context. students to complete the task individually. - Student exchange their Ss-Ss textbooks to discuss the reasons why they are choosing the appropriate words/phrases. - Teacher gives feedback as T-Ss a class discussion. Answer key: 1. lucky money 2. cleaning 3. Banh Chung 4. peach 5. gathering To help Task 3: Tick () the things students a child should do and cross revise the (x) the things he/ she use of shouldn’t when visiting should/ someone’s house at Tet. shouldn’t in Then write sentences using context; to should/ shouldn’t. (p. 66) let students - Teacher highlights the new T-Ss learn how to situation of visiting behave well someone else’s house, a at other popular activity for people’s children at Tet. houses. - Teacher has students read S the phrases first, tick or crosses each one as they wish. - Teacher lets students write the sentences individually. - Teacher calls on some students to say the Ss-Ss sentences aloud and sees if others agree. 513
23. - Teacher checks their answers as a class. T-Ss - Teacher asks if students can suggest any other behaviours with should/shouldn’t. Suggested answers: To help 1. He/she shouldn’t enter a students room without asking for revise the permission. use of some/ 2. He/she should ask to use any in the toilet. context. 3. He/she should ask to take things for a shelf. 4. He/she shouldn’t make a lot of noise. 5. He/she should ask for some water if he/she feels thirsty. Task 4: Read the passage and fill the blanks with some or any. (p. 66) - Students work individually. S - Teacher asks students to look for clues in each sentence to decide which word to fill the blank. - Teacher asks students to Ss-Ss swap their answers and check. - Teacher checks their T-Ss answers as a class. Answer key: 1. some 2. some 3. any 4. any 5. some 514
24. 6. any Project To allow * I WISH 20 students to mins apply what they have learnt (vocabulary and grammar) into practice - Teacher sets the context T-Ss through that Tet is coming, and a project. encourages students to think about their wishes. - Teacher asks students to get a small piece of paper. (Paper in different colours can give the tree a bright atmosphere.) - Teacher reminds students not to write their names on the paper. - Teacher draws students’ attention to some wishes on the trees as examples. - Teacher allows students S 3-5 minutes to write their wishes. - Teacher let students come up and hang their wishes on the tree. - When everybody is ready, call on some students to come and pick a random Ss - Ss piece of paper, and read the wish aloud. The class can guess whose wish it is. - In the end, ask students to make a list of wishes they S 515
25. are most interested in so that they can share with their family when they return home. Consolidation To Teacher asks students to talk T-Ss 3 consolidate about what they have learnt mins what in the lesson. students have learnt in the lesson. Homework To give Prepare for the next lesson: 1 students the Unit 7 – Lesson 1: Getting min opportunity started. to actively explore the content of the next lesson. * Picture’s source: From Internet 516