Giáo án Tiếng Anh Lớp 6 - Tuần 4, 5, 6 - Trường THCS Phan Ngọc Hiển

Nội dung text: Giáo án Tiếng Anh Lớp 6 - Tuần 4, 5, 6 - Trường THCS Phan Ngọc Hiển

1. Week: 4,5,6 Period: 9-15 UNIT 2: MY HOME I. THE AIMS: 1. Knowledge: -Vocabulary: Types of house : rooms and furniture - Grammar note: There is/isn’t , There are/aren’t. Prepositions of place. 2. Skills - Listening: listening to get information about rooms and furniture. - Speaking: Talking about and describing houses, rooms and furniture. - Reading: Reading for specific information about school. Reading e-mails/ informal letters and roos in the house. - Writing: e-mails to describe a room/house. 3. Attitude: Educate students: hard, concentrated andactive. 4. Abilities: - Self – learning capability - Communicative competence II. PREPARATION. 1. Teacher: textbook, lesson plan, cassette tape 2. Students: notebooks, textbooks and school objects, III. THE ORGANIZATION OF STUDENTS’ STUDYING ACTIVITIES. Period 9: GETTING STARTED Contents Teacher’s and students’ activities 1. Warm up: (4’) T: Ask Ss to guess what the picture Aim: Inspire Ss to study the new lesson. (page:16) might show or what the Ex: conversation might be about. - What are Nick and Mi doing? Ss: Whole class (talking on Skype; Skype = a system that Guess what the picture might show allows you to make telephone calls using or what the conversation might be about. your computer and the internet). - Talk a bit about the place where you live. 2. Knowlege formation activity: Ss: talk Activity 1: (1) - Listen andread (15’) Correct the mistakes. Aim:Ss can learn the new in the text to T: give some vocabularies understand the content of the lesson. Ss: give meaning and repeat may * Vocabulary: times - furniture (n) đồ đạc trong nhà Correct the mistakes - centre (n) trung tâm T: ask Ss to read - apartment (n) căn hộ Ss: read - cousin (n) người bà con Correct Ss’ pronunciation - soisy (a) ồn ào 1
2. - behind (prep) phía sau - between (prep) ở giữa - in front of (prep) phía trước T: Ask Ss to give the answers a. Which family members does Mi talk about? without reading the conversation grandparents: again. dad √ Ss: give answer mum √ T: Ask Ss to read the brother √ conversation and check their uncle answers. Confirm the correct aunt √ answers. cousin √ Ss: note b. Read the conversation again. Complete the sentences. T: Have Ss work independently. Key: Allow them to share answers before 1. TV; sofa 2. Town house discussing as class. 3. sitting on the sofa 4. noisy Ss: work independently 5. three T: Ask Ss to write the correct Activity 2: Prepositions of place: (25’) answers on the board. ( in, on, behind, in front of, under, between, Ss: write on the board next to.) Aim: Help Ss can be able to use the prepositions T: Ask Ss if they know the of place correctly. prepositions in the box. (2)- Match the prepositions with the pictures Have Ss do exercise 2 in pairs. Key: Ss: do A. on B. next to C. behind - Ask for Ss’ answers. D. in E. in front of Ss: answer in front of the class F. between G. under Correct the mistakes (3)- Write a sentence to describe each picture in 2. T: Ask Ss to write the sentences Key: individually, then share the A. The dog is on the chair sentences with a friend. B. The dog is next to the bowl. - Call on some Ss to write their C. The cat is behind the TV. answer on the board. D. The cat is in the wardrobe. Ss: write then check the sentences E. The dog is in front of the kennel. with the whole class. F. The cat is between the lamp and the sofa. Correct the mistakes G. The cat is under the table. (4)- Write true of false for each sentence. Correct the false ones. T: Ask Ss to look at the picture of the Key: room and do exercise individually. 1. F (The dog is between the bookshelf and the Ss: do bed). - Have Ss share their answers before 2. T giving the answer. 3. F (The clock is between the pictures). Ss: share their answers with their 4. F (The cat is in front of the kennel). classmates 5. F (The cap is next to the pillow). - Confirm the correct answers. 2
3. 6. T (5)- Look at the picture again. Answer the questions. T: Ask Ss to look at the Key: picture and answer the 1. They are on the desk. questions. 2. They are on the floor. Ss: practice in pairs 3. Yes, it is. Correct their answers 4. No, they aren’t. 5. It’s behind the bookshelf. 6. No, it isn’t. 3. Search and extension activities: (1’) T: ask Ss to learn the lesson at home Write the items related to school inthe book. and prepare the lesson - Learn new words by heart. Ss: listen and note. - Prepare next lesson (A closer look 1) IV. EXPERIENCES: Period 10: A CLOSER LOOK 1 Contents Teacher’s and students’ activities 1. Warm up: (3’) T: Ask Ss to answer the questions Aim: Inspire Ss to study the new lesson. about their house. How many rooms are there in your house? There Ss: answer are . Correct the mistakes. 2. Knowlege formation activity: Activity 1: Vocabulary (20’) T: give some vocabularies Aim: Help Ss to remember the words. Ss: give meaning and repeat may * Vocabulary: (New words) times - hall (n) phòng lớn, đại sảnh Correct the mistakes - fridge (n) tủ lạnh T: ask Ss to read - wardrobe (n) tủ quần áo Ss: read - chest (n) rương, tủ, két Correct Ss’ pronunciation - microwave (n) lò vi ba T: explain the grammar - air-conditioner (n) máy điều hòa Ss: listen and note - ceiling fan (n) quạt trần (1): Name the rooms of the house. T: Ask Ss to work in pairs to do this kitchen hall activity. bedroom bathroom Ss: work in pairs and write the living room attic name of the room on the board, in (2): Name the things in each room in 1 different places. Living room: Lamp, sofa, picture, table. T: Call on Ss from different pairs to Bedroom: Bed, lamp, picture, chest of drawers. go to the board and write the name Kitchen: Fridge, cupboard, cooker, table, of the furniture under these rooms. 3
4. dishwasher, chair. Correct the mistakes Hall: Picture T: Ask Ss to listen and repeat the words. Ss: repeat many time (3): Listen and repeat the words. Can you add T: Ask for more words for each more words to the list. group. (page 34) Model this activity with a Ss. Ask Ss to work in pairs. T: Call some pairs to practice in (4): Think of a room. In pairs, ask and answer front of the class. questions to guess the room. Ss: practice in pairs Example: Correct the mistakes A: What’s in the room? B: A sofa and a television. A: Is it the living room? B: Yes. Activity 2: Pronunciation. /z/, /s/ and /iz/. (20’) Aim: Help Ss know and read the words, the T: Have Ss comment on the way to sentences correctly pronounce –s/-es at the end of the - Final –s is pronounced /z/ after voiced sounds words. Quickly explain the rules. (/b/, /d/, /g/, /n/, /m/, /l/ ) and any vowel sounds. Ss: listen and note - Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /k/, /f/, /θ/). - Final –es is pronounced /iz/ after voiced sounds (/s/, /z/, /ʃ/, /tʃ/, /ʤ/). T: Have Ss to read out the words (5)- Listen and repeat the words. first. lamp posters sinks fridges - Play the recording for Ss to tables toilets beds wardrobes listen and repeat the words. T: Pay attention to the sound: (6)- Listen again and put the words in the /z/, /s/ and /iz/ correct column. Ss: listen and repeat. /z/ /s/ /iz/ posters lamps fridges T: Ask Ss to put the words in the tables sinks correct column while they listen. wardrobes toilets Ss: do beds T: ask Ss give their answer (7)- Read the conversation below. Underline Ss: answer the final s/es in the words and write /z/, /s/ or Correct the mistakes /iz/. T: Ask Ss to do this exercise /z/: things, pictures individually first then compare their /s/: lights, chopsticks answers with a partner. /iz/: dishes, vases Ss: read then underline (8)- Listen to the conversation and repeat. Pay attention to /z/, /s/ and /iz/ at the end of the Check students’ answers. words. Then practice the conversation with a T: Ask Ss to explain their answers partner. Ss: explain 4
5. 3. Search and extension activities: (2’) Correct the mistakes Aim: Help Ss prepare the lesson at home carefully. T: ask Ss to learn the lesson at * Homework: home and prepare the lesson - Learn vocabulary byheart. Ss: listen and note. - Prepare next lesson (A closer look 2) IV. EXPERIENCES: Period 11: A CLOSER LOOK 2 Contents Teacher’s and students’ activities 1. Warm up: (3’) Aim: Inspire Ss to study the new lesson. Nougat and Crosse: T: Have Ss to play a game in group cupboard sinks lamp work bedroom posters kitchen Ss: play bathroom window wall Correct the mistakes Ex: The cupboard is in the kitchen. 2. Knowlege formation activity: T: guide and explain the grammar Activity 1: Grammar. (30’) Ss: listen and copy Aim: Help Ss to understand and know how to use “There is(not) / There are (not)” to do the homework. There is (a/an/one) + N + prep There are (number 2 more) + N(s,es) + prep Ex: There is a table in this room. There are two pens on the desk. (1): Write is or are. T: Ask Ss to do exercise 1 and 2 (2). Make the sentences in 1 negative. quickly. Key: Ss: do then read in front of the class 1. is/ isn’t 2. are/ aren’t Correct the mistakes 3. are/ aren’t4. Is/ isn’t 5. are/ aren’t (3): Write positive and negative sentences. T: Have Ss to write the sentences There is/ isn’t a TV next to/ on the table. individually then go to the board to There is/ isn’t a brown dog in the kitchen. write their sentences. There is/ isn’t a boy in front of the cupboard. Ss: write on the board There is/ isn’t a bath in the bathroom. Correct the mistakes There are/ aren’t lamps in the bedroom. (4): Write is / isn’t / are / aren’t in each blank to T: Ask Ss to look at the picture and 5
6. describe the kitchen in Mi’s house. complete the description. is 2. is 3. are Ss: write them in their notebook are 5. aren’t 6. isn’t T: Confirm the correct answers and (5): Complete the questions write them on the board. 1. Is there a fridge in your kitchen? 2. Is there a TV in your bedroom? T: Have Ss do this exercise 3. Are there four chairs in your living room? individually, then give their answers. 4. Is there a desk next to your bed? Ss: complete then read their answers 5. Are there two sinks in your bathroom? Correct the mistakes Activity 2: Work in pairs. (10’) Aim: Help Ss to understand and practice in T: guide and ask Ss to work in pair pairs. Ss: work in pair (6): In pairs, ask and answer the questions. Correct the mistakes Report your partner’s answer to the class Ex: Are there two bathrooms in your house ? T: ask Ss to practice in pair Yes/ No, there are(not) Ss: practice (7): Work in pair. Ask your partner about his/ Correct the mistakes her room or the room he/ she likes best in the house. Ex: P1: Where is your room? P2: . . 3. Search and extension activities: (2’) T: ask Ss to learn and prepare the - Learn new words by heart lesson at home. - Do exercises Ss: listen and note. Prepare next lesson: Unit 2. Communication IV. EXPERIENCES: Period 12: COMMUNICATION. Contents Teacher’s and students’ activities 1. Warm up: (3’) Aim: Objectives: Inspire Ss to study the new T: ask Ss write some words on the lesson. board Extra vocabulary: town house, country Ss: write on the board house, villa, T: Correct then lead the new lesson 2. Knowlege formation activity: Activity 1: Extra vocabulary (8’) T: Ask Ss to give new words Aim: Help students understand the words. Ss: give word then repeat many times New words: - town house (n) nhà phố 6
7. - villa (n) biệt thự - stilt house (n) nhà sàn T: Ask Ss to look at the picture and Activity 2: Look at the picture of Mi’s complete the sentences grandparents’ house and complete the Model the way do this exercise with a sentences. (14) St. Aim: Help students understand and do the homework. 1. country 2. Are3. Is 4. are 5. On 6. Next to T: Ask Ss in each pairs not to look at 7. on 8. Is each other’s picture and to make similar Activity 3: Find the differences between the conversations. two houses. (18’) T: Ask Ss to note down the differences Aim: Help students can be able to find the between the two houses. differences between the two houses. T:Ask some pairs to act out the Example: conversation. A: Nick lives in a country house. Where does Ss: practice in pair Mi live? T: Ask other pairs listen and add more B: Mi lives in a town house. differences if there are any. Correct the mistakes. * Draw a simple plan of your house. Tell T: Give Ss 5 – 7 minutes to draw a your partner about your house. simple plan of their house. T: Have Ss work in pairs to tell each other about their house. 3. Search and extension activities: (1’) Ask Ss to note down the differences Aim: Help Ss prepare the lesson at home between their houses. carefully. - Learn new vocabulary and questions T: ask Ss to learn and prepare the to make friends. lesson at home. Prepare next lesson : Unit 2. Skills 1. Ss: listen and note. IV. EXPERIENCES: Period 13: SKILLS 1 Contents Teacher’s and students’ activities 1. Warm up: (2’) T: Ask the class to look at the “Study Aim: Inspire Ss to study the new lesson. skills –Reading”. Prediction Explain any words that Ss do not know. Predicting makes reading easy. Ss: Whole class Before reading, look at the picture, design and title. Decide what is the topic of the text. Think about what you know about the topic. 2. Knowlege formation activity: Activity 1: Reading. (22’) 7
8. Aim: Help Ss to train reading skill to answer T: guide and ask Ss give some words the questions. and then give meaning * Vocabulary: (New words) Ss: give meaning and repeat many - type (n) loại times - topic (n) chủ đề T: call Ss to read - call (v) gọi Ss: read - cool (a) mát mẻ Correct Ss’ pronunciation - round (a) tròn - animal (n) động vật - strange (a) lạ, xa lạ - shape (n) hình dạnh, hình thù - messy (a) lộn xộn, bừa bộn * Grammar: the simple present tense (1) - Look at the text. Answer the questions T: Ask Ss to look at the text and answer Key: the questions. It’s an email. Confirm the answers to questions 1 and The title is “A room at the Crazy House 2. Answers to question 3 are open. Hotel, Da Lat” The topic is Nick’s weekend at the Crazy House Hotel. T: Ask Ss to quickly read the text and (2) - Check your ideas form. check their ideas from 1. Ss: read then check (3) - Read the text again and answer the Correct the mistakes questions. T: Ask Ss to read the text in detail to Key: answer the questions. No, he isn’t. Set a strict time limit to ensure Ss read There are ten rooms. quickly for information. Because there’s a big tiger on the wall. Ss: read and answer It’s under the bed. T: ask Ss compare their answer before giving the answers. Ask Ss to give evidence when giving the answers. Ss: answer in front of the class. (4) - Are these things in the room? Correct the mistakes. Key: Ask Ss to do exercise 4. Then compare A window their answers. A lamp Correct their answers A tiger A shelf A desk Activity 2: Speaking. (20’) T: ask each St create a new room for the hotel and draw a plan of the room. Aim: Help Ss to train speaking skill. Ss can Ss: Individual work be able to describe the room/house. Each student creates a new for the hotel (5) - Create a new room for the hotel. Draw and draws a plan of the room a plan of the room. 8
9. - Ss show the plan to a partner then describe their rooms in pairs. -T: go around to observe Ss working. (6) - Show your plan to your partner then T: get some Ss show their partners’ describe the room to other Ss in the class. plans to the whole class. - Practice speaking more. 3. Search and extension activities:(1’) - Summarize the lesson - Prepare next lesson : Unit 2. Skills 2 IV. EXPERIENCES: Period 14: SKILLS 2 Contents Teacher’s and students’ activities 1. Warm up: (3’) Aim:Inspire Ss to study the new lesson. T: Ask Ss to look at the plan of the Furniture: fireplace, wardrobe, table, bed, room and furniture on page 23 shelf, stool, sofa. Ss: Look at the picture. Put the furniture in the place you like.( Group- 2. Knowlege formation activity: work) The room at a hotel. Activity 1: Listening. (12’) Aim: Help Ss to train listening skill then draw T: guide and ask Ss give some words the furniture in the correct place. and then give meaning - stool (n) ghế đẩu Ss: give some words - fireplace (n) lò sưởi T: read - briefly (adv) ngắn gọn Ss: repeat many times - previou (a) trước (t/g) T: Play the recording. Ask Ss to draw Listen and draw the furniture in the correct the furniture in the correct place as they place. listen. T: Allow Ss share their answers before listening to the recording a final time to check. Ss: listen and do then share their answers with their classmates Activity 2:Writing. An e-mail to a friend Correct their answer. (20’) Aim: Aim: Help Ss can be able to write an e- T: Ask Ss to describe Nick’ parents’ mail. room again. - Questions: T: Ask Ss to read the Writing tips box. How many parts are there in an e- mail to Explain anything Ss do not understand. your friend? Ask them several questions. What are they? Copy a sample of an e-mail and show What should you remember when writing Ss each part. 9
10. each part? Ss: listen and note T: Ask Ss to look at Nick’s email on * Read Nick’s e-mail again. Identify the page 22 and identify the parts in the subject, greeting, introduction, body and email. conclusion of the e-mail. Check and confirm the correct answer. Use this e-mail as a model to teach the Write an email to Nick e-mail parts. T: Ask Ss to do this exercise in pairs. Write your e-mail in your notebook. Correct their answers. 3. Applying activity: (9’) * Write an e-mail to Nick. Then rewrite it in the notebook. Ex: From: bongbongbangbang@gmail.com To: nick@gmail.com Subject: Crazy House hotel T: Ask Ss to close their books. Tell Ss Hello Nick, that in this writing section, they will Today I will tell you my idea about the follow the writing process Crazy House Hotel. Ask Ss to write their e-mail The room of week here is other topics for individually. Ask one St to write the e- different other pages. Each room are along mail on the board. Other Ss and T the area area, a closet closet room, and a comment on the e-mail. cabin. . Ss: write their e-mail. 4. Search and extension activities: (1’) Correct the mistakes. - Learn new words by heart - Practice the conversation again. Prepare the next lesson : Looking back IV. EXPERIENCES: Period 15: LOCKING BACK + PROJECT Contents Teacher’s and students’ activities 1. Warm up: (3’) T: ask Ss to talk about rooms in their Aim:Inspire Ss to study the new lesson. house Tell about rooms, type of house P: talk Correct the mistakes 2. Knowlege formation activity: Activity 1: Vocabulary. (8’) T: Tell Ss to write the words in their Aim: Help Ss review the words in unit 9 notebooks. (1): Put The words into the correct groups. Do P: write you want to add any words to each group? 10
11. Key: T: correct the mistakes. Type of building: villa, apartment, town house, stilt house, country house. Rooms: Living room: living room, hall, bath room, kitchen, attic. Furniture: picture, cupboard, chest of drawers, wardrobe, sofa, dishwasher, desk. Activity 2: Grammar. (16’) Aim: Help Ss review the grammar note. T: Ask Ss to look at the pictures and (2): Make sentences. Use appropriate do exercise individually. prepositions of places. T: Ask some Ss to write the sentences Key: on the board. The boy is on the table. Corrects Ss’ answers. The dog is in front of the kennel. The cat is between the bookshelf and the sofa. The cat is behind the computer. T: Ask Ss to do exercise 3 The girl is in the armchair. individually. The boy is next to the armchair. Have Ss compare their answers with a (3): Look at the picture and complete the partner. sentences. Check their answers. Key: There is 2. There are T: Ask Ss to do exercise 4 3. There is 4. There aren’t individually. 5. There is 6. There aren’t Ss: do (4): Turn the sentences in 3 into questions. Have Ss compare their answers with a Key: partner. Is there a clock on the wall. T: Ask some Ss to write the sentences Are there books on the bookshelf? on the board. Is there a desk next to the bookshelf? Corrects their answers Are there two posters on the wall? Is there a laptop and a lamp on the desk? Are there three small plants in the corner? Activity 3: Communication(8’) Aim: Help Ss ask and answer together (Ss can Model a way to ask and answer with make dialogues) a student, then divide Ss into groups. * Take turns to draw a cat in the house below. T: Ask Ss to take turns to draw a Other students ask questions to find the cat. cat in the house in the book. Other Example: Ss ask questions to find the cat. A: Where is the cat? B: Is it on the bed? A: Go around and obverse Ss working No, it isn’t. C: Is it under the table? A: Yes, it is. 4. Applying activity: (9’) PROJECT. Which house do you want to live? Why? T: ask Ss to draw obout their crazy - Draw your own crasy house. Tell the group house at home. about your house. Ss: note then draw at home 11
12. 3. Search and extension activities: (1’) - Learn new words by heart - Summarize thelesson - Takenote Prepare next lesson : Unit 3: Getting Started. IV. EXPERIENCES: Checking up 12