Bài giảng môn Tiếng Anh Lớp 6 - Unit 1: Home (Tiết 7 đến 10) - Nguyễn Thị Loan

Nội dung text: Bài giảng môn Tiếng Anh Lớp 6 - Unit 1: Home (Tiết 7 đến 10) - Nguyễn Thị Loan

1. Nguyen Chi Thanh Lower Secondary School Teacher: Nguyễn Thị Loan Group: Foreign Language UNIT 1 HOME Period 7 LESSON 1 PRONUNCIATION & SPEAKING (page 11) Subject: English 6 I. Objectives: By the end of this lesson, Ss will be able to: 1. Knowledge a. Vocabulary: review the words about housework. b. Grammar: Present simple – Wh-questions 2. Competence: improve listening and speaking skills. 3. Quality: - have positive attitude in English language learning so that they actively participate in all classroom activities. II. Teaching aids: student’s book, workbook, notebook, PC. III. Procedures Stages-Contents Activities of T&Ss 1. WARM UP & CHECK UP (5 mins) Aim: Ss can get students' attention at the beginning of the class. Contents: Introduction the sound /ɪ/. Products listen and sing a song Organization of the activity: - Have Ss close all books - Show 6 pictures and have Ss give name of the pictures All 6 words contain the sound /ɪ/ 2. PRE-SPEAKING (16 mins) * PRONUNCIATION Aim: Ss know how to pronounce the sound /ɪ/. Contents: - Recognizing the sound /ɪ/. Organization of the activity: - Listening and focusing pronunciation feature, - Play the recording (CD1, track 10) finding and correcting mistakes. - Ask Ss to listen and pay attention to the sound /ɪ/ - Practicing the sound. - Briefly explain how to pronounce the sound /ɪ/ Products: Ss can pronounce the sound /ɪ/ - Call Ss to make their comments on the letter that helps them correctly in their speaking. notice the sound /ɪ/ a + b. Listen. Notice the sound /ɪ/ of the - Play the recording, have Ss listen and cross out the option underlined words that uses different sound - Call Ss to give answers c + d. Listen and cross out the one with different sound, then read the sentences - Play the recording again and check answers as a whole class with the correct sound to a partner - Then have Ss practice saying the words with a partner, using the correct sound /ɪ/ - Have Ss find more words with the sound /ɪ/ - Call some Ss to read their words in front of the class Suggested words: live, family, give, balcony,
2. shopping, village, - Check and correct Ss’ pronunciation * PRACTICE Aim: Ss can point, ask, answer about question “Who does housework?” Organization of the activity: Contents: Pointing to the pictures, asking and - Demonstrate the activity by practicing role-play with a answering. student - Remind Ss to use the right collocation of “make” or “do” Products: - Have pairs point to the pictures, practice asking and Ss practice and produce the target language answering about the family members and housework presented fluently and confidently. - Call some pairs to read in front of the class - Check Ss’ pronunciation A: Who does the laundry? T - S B: My mother ( does.) S - S -Some pairs present in front of the class 3. WHILE-SPEAKING (12 mins) Correct student’s pronunciation & intonation if necessary * SPEAKING Organization of the activity: Aim: Ss can discuss the roles of family members in sharing the housework. - Demonstrate the activity by practicing role-play with a student Contents: Asking and answering questions - Have Ss work in groups of 3 about activities. - Have Ss complete the table with information about doing the housework in their family, ask 2 friends and complete the Products: Ss can apply the target language to survey produce the language successfully - Go round and give help if necessary - Have Ss share their findings with the class a. You are doing a survey about housework - Give feedback and evaluation in Teen World Magazine. Work in groups. Fill in the information for yourself, then ask 2 friends 4. POST-SPEAKING (8 mins) Organization of the activity: Aim: Ss can discuss who does the most housework in their family. - Have Ss discuss who does the most housework in their Contents: Ss choose who does the most families housework in their family from the survey. Products: - Have some Ss share their ideas with the class, follow the example: b. Discuss who does the most housework in your families - Give feedback and evaluation * HOMEWORK (4 mins) - Practice telling about who does the housework and the survey. - Prepare: Lesson 3: Geography – New Words and Listening (page 12 – SB) : name pictures or things in the pictures as many as possible.
3. UNIT 1 HOME Period 8 LESSON 3 NEW WORDS & LISTENING (page 12) Subject: English 6 I. Objectives: By the end of this lesson, Ss will be able to: 1. Knowledge a. Vocabulary: learn new words about directions. b. Grammar: the present simple (Wh questions &y/n questions) 2. Competence: improve listening and speaking, reading skills. 3. Quality: - have positive attitude in English language learning so that they actively participate in all classroom activities. - love hometown. II. Teaching aids: student’s book, workbook, notebook, personal computer, pictures part A/9 III. Procedures Stages-Contents Activities of T&Ss 1. WARM UP & CHECK UP (8 mins) Aim: Ss can review lesson 2. Contents: Ss tell who does activities in the pictures in their family (Giving points). Products My mother does shopping, makes breakfast. My father does the laundry. Organization of the activity: A student tells about who does the housework in her/his family, using pictures Other Ss listen and give remarks. T gives comments and points. T: Who does the most housework in your family? Organization of the activity: 2. PRE-LISTENING (15 mins) T uses pic in the book to introduce words Aim: Ss know more vocabulary about directions and places. Contents: Vocabulary (PICTURES) Products: Vocabulary (Vietnamese meaning, how to use & Ss listen words, practice pronunciation) (chorus, individuals) New words: 1. south (n)/saʊθ/ 2. north (n)/nɔːθ/ 3. west (n)/west/ 4. east (n)/iːst/ 5. village (n) /ˈvɪlɪdʒ/ T checks 6.town (n)/taʊn/ CD12 Ss match in groups the words with the
4. compass. T feedback - Have Ss practice with a partner to say what direction is after listening CD12. b. Read the description and write the underlined words Organization of the activity: - Have Ss read the description and write the underlined words under each picture - Ask Ss to work in pairs to check their answers with their partners - Call Ss to give answers - Check answers as a whole class - Play audio (CD1 – Track 13). Have Ss listen and repeat - Call some Ss to read the words again - Correct Ss’ pronunciation if necessary T uses this picture to introduce part “listening” Burano, Venice in Italy (colorful city) 3. WHILE LISTENING (10 mins) Aim: Ss can Ss can develop their listening skill. Contents: Listening to a boy talking about his hometown. Organization of the activity: Products Ss practice listening for main ideas and details. - Have Ss look at the request of the task. a. Listen to a boy talking about his hometown. Does he Analyze the instruction, emphasize the key like living there? words - Guide Ss to listen Answer: (CD1 – Track 14) Yes. - Have Ss listen and answer the question by b. Listen and circle “True” or “False” circling Yes / No Answer keys - Check answers as a whole class 1T 2F 3F 4T - Have Ss read the sentences, underline key words and make a guess whether the given sentences are True or False - Ss listen to (CD1 – Track 14) again - Have Ss listen and circle “True” or “False” - Call Ss to read their answers 4. POST LISTENING (9 mins) - Check answers as a whole class Aim: Ss can retell the content of the listening. Organization of the activity: Contents: About Luca T asks some questions to guide Ss to retell Products: about Luca. Luca likes living in his hometown, a village on Burano Island (in the north of Italy). There are many painted Does Luca like living in his hometown? houses in his village. Where is his hometown? How are many houses in his village? 5. Useful language Aim: Ss can use some useful languages in their speaking. Organization of the activity: Contents: Questions where/what, Y/N questions - Have Ss look at the Useful Language box Products: - Explain Where is Vancouver? - Explicit the structure:
5. It’s in the west of Canada. Be famous for Is it a town? - Play audio (CD1 – Track 15) No, it’s a big city. - Have Ss practice the useful language What is it famous for? - Have Ss practice the conversation, using other It’s famous for its big buildings and beautiful parks. vocabulary from “New words” and Listening”, and their own ideas - Call some pairs to present, give feedback and evaluation *HOMEWORK (3 mins) - Learn by heart the new vocabulary. - Practice talking about Luca, and role-play (useful language) - Prepare: Lesson 3 – search the Internet to know about Cần Thơ, Colmar, Clovelly. UNIT 1 HOME Period 9+10 LESSON 3 READING-SPEAKING-WRITING (page 13) Subject: English 6 I. Objectives: By the end of this lesson, Ss will be able to: 1. Knowledge a. Vocabulary: review vocab about a city (location, population, hometown ). b. Grammar: the present simple (wh questions), answer wh questions, positive 2. Competence: improve listening and speaking, and writing skills. 3. Quality: - have positive attitude in English language learning so that they actively participate in all classroom activities. - love hometown. II. Teaching aids: student’s book, workbook, notebook, personal computer / pictures part A/10 III. Procedures Stages-Contents Activities of T&Ss 1. WARM UP & CHECK UP (3 mins) Aim: Ss can get students' attention at the beginning of the class by checking homework (p8) Organization of the activity: Contents: about Luca, useful language. Have Ss talk about Luca Products Luca likes living in his hometown, a village on Ask a student about Vancouver. Burano Island (in the north of Italy). There are many painted houses in his village. Ss give evaluation T:Where is Vancouver? S: T: corrects (if necessary), gives points T:Is it a town? S: T:What is it famous for? S: 2. PRE- READING (6 mins) Organization of the activity: Aim: Ss can know about some vocabulary about Ss tell about Can Tho, in the _______ of Viet paragraph Can Tho. Nam. A city or a village? Contents: New words ( pronunciation, meaning, uses) T teaches new words Products:
6. New words: Organization of the activity: - region (n) / ˈriːdʒən/ T presents vocab, pronunciation, explanation - average (n) /ˈổvərɪdʒ/ Ss listen, repeat, copy down - floating market (n) /ˈfləʊtɪŋ /ˈmɑːkɪt/ Practice: T-Ss; S-S - business (n) /ˈbɪznəs/ - transportation (n) /ˌtrổnspɔːˈteɪʃn/ - grow (v) /ɡrəʊ/ 3. WHILE-READING (7 mins) Aim: Ss can read and finish EX 1,2,3,4 in the SB. Organization of the activity: Contents: ex reading, questions:1,2,3,4 T explains the questions by eliciting Ss how to answer those kinds of questions: where/ what Products Ss can give the correct answers after reading the paragraph. -Ss read in silence, do the task - T checks, gets feedback 4. POST-READING & PRE-SPEAKING (4 mins) Organization of the activity: Aim: Ss can retell about Can Tho city, look at 2 pictures and tell which one is Colmar/Clovelly. T asks many SS a question (Ss can speak with Content: Answers about C.T/Colmar/Clovelly or without their books) until Ss can tell about Products: Can Tho. (1,2,3, or 4 or all depends) T: Where is Can Tho? S: It’s in the south of Viet Nam. T asks Ss about Colcar, Cloverlly and lead to * PART SPEAKING T:Do you know Colmar? Clovelly? Ss: (Colmar is a city in France, and Clovelly is a village in England.) 5. WHILE - SPEAKING (5 mins) Organization of the activity: Aim: Ss can talk about some famous places in Europe. - Demonstrate the activity by asking and Contents: Asking and answering about Colmar and answering with a student as a suggested/ open Clovelly model) - Have Ss practice the conversation in pairs: Products: Student B asks about Colmar and Student A a. You’re planning a geography presentation. Work in answers the questions-using the information in the pairs. Student A, answer Student B’s questions about textbook - Have Ss swap the roles for Clovelly Colmar. Swap roles and repeat with Clovelly - Observe and give help if necessary T: Where is Colmar? - Have some pairs act out the conversation in front of the class Ss: - Give feedback and evaluation T: Is it a village? Organization of the activity: Ss:
7. .. Like Cần Thơ, Colmar, Clovelly, Ss ask, answer about Đụng Hũa. 6. POST-SPEAKING & PRE-WRITING (5 mins) Aim: Ss can ask and answer about Đụng Hũa town. (Ss can use the suggested questions in the Contents: location, town, famous for, weather writing part) Products: EXb Ask and answer about places that you know. EXa Ask and answer about where you live. About ĐễNG HềA Expected answers My hometown is Đụng Hũa. It is a town. It is in the south of Phỳ Yờn. It is famous for Đỏ Bia mountain, nice beaches, seafood. The weather is hot. I like going to the beach. 7. WHILE-WRITING (8 mins) Aim: Ss can write about Đụng Hũa. Organization of the activity: Contents: about 40 words Ss write the paragraph about their hometown. Products b. Use your notes to write a paragraph about your T goes the class to give help to SS if hometown. Use the Reading to help you (about 40 necessary. words) Students’ writing 8. POST-WRITING (4 mins) Suggeted writing My hometown is Đụng Hũa. It is a town. It is in the south T corrects Ss’ writing if the time is available of Phỳ Yờn. It is famous for Đỏ Bia mountain, nice beaches, seafood.The weather is hot. Farmers grow rice, and bring home to continue to correct. vegetables. It is peaceful. I love my hometown. *HOMEWORK (3 mins) - Practice asking and answering about hometown, using the Present Simple and Wh-questions. - Do exercises in SB: (page 86,87).