Giáo án Tiếng Anh lớp 6 - Tiết 20 đến tiết 24
Word cue Drill : 6,7/ p51
- Model:
S1: What time do you get up?
S2: I get up at 6 o'clock.
- Control. Less controlled
* Write it up
E.g. I get up at 6 o'clock
Ba gets up at .
I wash my face at .
Ba washes his face at .
Date: Period 20 Unit 4: Big or Small? Lesson 1: Section A: 1-2 Where is your school? I. Aims and objectives: By the end of the lesson, ss will be able to understand Phong's school and Thu's school. -Read a description of a school with practice in possessive 's' II. Language focus: 1. Structure: Possessive 's' : Phong's school Tªn 's + vËt së h÷u 2.Vocabulary: big (a) , small (a) , in the city , in the country III.Ways of working: T-wc, pair work, group work, individually. IV. Teaching aids: Book, notebook, pictures, cassette, tape…. V. Anticipated problems: VI. Procedure: STAGE T’S ACTIVITIES Ss’ACTIVITIES I My His Thu He You Your Thu's She Her 1. Warmer: (5’) 2.presentation Pre teach: (5’) 2. Pre – reading:(5’) 3. While - reading: (10’) 4. Post – reading:(15’) Consolidation (3’). Homework(2’) 1- Organization.(1)-Good morning! How are you today?Who’s absent today - Checking up. Pelmanism 3- New lesson: 1. Pre teach: big (a) : to lín small (a) : nhá bÐ in the city : ë thµnh phè in the country : ë n«ng th«n * Checking: Matching 2. Pre – reading: * Set the scene: Picture p44 - What's this? Phong's school/ Thu's school - How is it? Big/ small - Where's it? ….. * Open prediction - You are going to read the description of Phong's school and Thu's school. Before, guess and match: Phong's school big in the country Thu's school small in the city - Call students to match (1') 3. While - reading: - A1 p44 - Ask students to listen and read, then check the matching. - Correct. * Comprehension questions : (A2 p44) - Ask students to work in pairs: Ask and answer (3') - Model. - Feed back: Call some pairs to practice - Correct. a. Yes, it is c. It's in the country b. No, it isn't d. No, it isn't 4. Post – reading: - Model: Nga: Is Phong's school small? Mai: Yes, it is. Nga: Is Thu's school small? Mai: No, it isn't. - Explain: Possessive 's' Phong's school Tªn 's + vËt së h÷u * Yes/ No questions - Answer drill Phong's school/ big/ No Thu's school/ big/ Yes. Your school/ small/ No. Your house/ small/ Yes. Your brother's school/ in the city/ No. Your school/ in the country/ Yes. - Model: S1: Is Phong's school big? S2: No, it isn't. - Control practice - Less controlled. * Chain Game - Ask students too work in groups of 5: Talk about possessives. - Model: S1: Hoa's pen S2: Hoa's pen and Lan's pencil. S3: Hoa's pen, Lan's pencil and Nam's book. S4: ………. - Get feed back: Call some groups to practice 4 – Consolidation (4’). + Question: What do you read? + Exercise practice: - Is Phong's school bib/ small? - Is your school big? - Say the possessive with 's' 5 – Homework (2’). - Describe your school. - Ex1, 2, 3,4,5 (p35 - 38) -2 teams - Guess the words - Repeat chorally - Repeat individually - Copy - Have a look - Answer - Individual work - Whole class - Remark - Pairs work - Practice - Write up - Repeat chorally - Pairs work - Take notes - Go through - Chorus repetition - 2 groups work - Pairs work - Groups work Date: Period 21 Unit 4: Big or Small? Lesson 2: Section A: 3-6 I. Aims and objectives: By the end of the lesson, ss will be able to understand Phong's school and Thu's school. To read a description of a school with practice in possessive 's' II. Language focus: 1. Structure: Where's Phong's school? Which is big/ small? How many classrooms are there in …? 2.Vocabulary: numbers: 400, 900 III.Ways of working: T-wc, pair work, group work, individually. IV. Teaching aids: Book, notebook, pictures, cassette, tape…. V. Anticipated problems: VI. Procedure: STAGE T’S ACTIVITIES Ss’ACTIVITIES Warmer(5’) Pre – reading (10’) While – reading(15’) Post - reading (10’) Consolidation (3’). Homework(2’) 1. Warmer: Bingo: - Elicit and write numbers: 6 8 12 20 52 100 200 32 41 400 17 25 600 900 10 - Ask students to choose 5 numbers. - Read the numbers and find the winner. 2. Pre - reading: Open – prediction: - Set the scene: Where's Phong's school? - In the country Where's Thu's school? - In the city. Which is big/ small? - Show numbers: 400, 900, 8, 20 - Instruction: They are about Phong's school and Thu's school. Guess what these numbers are about, to do with: Phong's school Thu's school 8 classrooms 20 classrooms 400 students 900 students - Model: students, teachers, classrooms …. - Time (2') - Ask students to compare. - Get feed back: 3. While - reading: A3 p45 - Ask students to read A3 and check their prediction. - Feedback: Correct * Answer Given In the country 8 400 In the city No, it isn't. It's big. 20 900 - Divide 2 teams. Ask students to make questions for the answers.Model, check. Where's Phong's school? How many classrooms are there in …? - Control, put mark. Correction. 4. Post - reading: A4p46 - Ask students to works in pairs: - Answer the 3 questions (3') - Feed back: Call some pairs to practice - Indirect correction. It's in the country/ city. There are 12 classrooms. There are 600 students * Transformation Writing - Ask students to base on the text A3 p45 and rewrite it according to their school. - Model: My school is in the country. It is …. There are ……..(classrooms, students , teachers …) - Move around. Get feed back: Indirect correction * Play with words: A5 p46 5- Consolidation (3’). + Question: What do you read? + Exercise practice: - Is Phong's school bib/ small? - Is your school big? - Say the possessive with 's' 6 – Homework (2’). - Describe your school. - Ex1, 2, 3,4,5 (p38 - 40) - Whole class: students listen and tick their numbers. - Shout 'Bingo' - Answer - Have a look - Individual work - Compare - Give the answers - Whole class - 2 groups - Have a look - Make questions - Remark - Write it up - Pairs work - Individual work - Exhibition - Remark Date: Period 22 Unit 4: Big or small? Lesson 3:B1--6 My class I- The aims and objectives. 1.Objectives: -By the end of the lesson, students will be able to understand the dialogue between Thu and Phuong, practice cardinal numbers, 'which' question to talk about school. 2-Teaching points: -Listen to a dialogue about school for details 3-Preparation: + T: Poster, radio, tape +Ss: Textbooks II.Ways of working: T-wc, pair work, group work, individually. III. Teaching aids: Book, notebook, pictures, cassette, tape…. IV. Anticipated problems: V - Procedures. STAGES T’S ACTIVITIES Ss’ACTIVITIES 1. Warmer: (5’) 2.presentation Pre teach: (5’) 2. Pre – reading:(10’) 3. While - reading: (10’) 4. Post – reading:(10’) Consolidation (3’). Homework(2’) *- Organization.(1’) -Good morning! How are you today? Who’s absent today? 1.Checking up - Read A3 and answer the questions. - Talk about your school (A4) - Call 2 students. - Correct and give mark 2 - New lesson (30-35’). 1. Pre teach: Vocabulary (B4 p48) Grade (n) : líp (tr×nh ®é) Floor (n) : tÇng, lÇu The first/ 1st : thø nhÊt, ngµy mïng mét The second/ 2nd : thø hai, ngµy mïng hai The third/ 3rd : The fourth/ 4th : The fifth/ 5th : The sixth/ 6th : The seventh/ 7th : The eighth/ 8th : The ninth/ 9th : The tenth/ 10th : * Checking: Wh & Wh 2. Pre - listening: - Set the scene: Thu Phong Which grade is Thu in? Which class is Phong in? - You are going to listen to the dialogue between Thu and Phong. They are talking about their school, class. * Open- prediction: B2 p48 Name Grade Class Classroom's floor Thu 7 7C 2nd Phong 6 6A 1st You 6 6A/B/C 2nd - Ask students to guess and fill in the grid - Model, time (3') - Feed back. 3. While - listening: B1 p47 - Ask students to listen and repeat B1 (twice) and check their prediction. - Feed back and correct. - Ask students to practice the dialogue in pairs (3') - Ask students too fill in 'you' column. - Ask students to practice in pairs: Ask and answer about 'you'. - Model: S1: Which grade are you in? S2: I'm in grade 6 S1: And which class are you in? S2: 6B. What about you? S1: I'm in grade …. Class …. How many floors are there in your school? S2: Two S1: My school has … floors and my classroom is on the 2nd floor. Where's your classroom? S2: It's on the 1st floor. - Time (3') - Feed back: Call some students to practice. 4. Post - listening: Word cue drill - Model: S1: Which grade is Thu in? S2: She's in grade 7 class / class 7C S1: Where's her classroom? S2: It's on the 2nd floor. - Control - Less controlled. a) Write it up: B3 p48 - Ask students to write from the grid to talk about Thu, Phong and you. E.g. Thu is in grade ….class….. Her classroom is on the 2nd floor. - Move around, take notes, indirect correction. b) Complete the dialogue: B5 p48 P: not T: are T: does P: am P: has T: is P: on * Mapped Dialogue Thu / Phong…….big? No How many floors…..? Two Which class ……..? 6A Where ……classroom? 1st floor. 4 – Consolidation (3’). + Question: What do you listen and read? + Exercise practice: Say cardinal numbers. 5 – Homework(2’).- Vocabulary - Ex1,4 (p38- 39) - Guess the words - Repeat chorally - Repeat individually - Copy - Have a look - Answer - Copy - Individual work - Compare - Write up - Whole class - Remark - Pairs work - Individual work - Pairs work - Practice - Go through - Chorus repetition - 2 groups work - Pairs work - Individual work - Pairs work - Whole class - 2 groups - Pairs work Date: Period 23 Unit 4: Big or Small? Lesson 4: Section C: GETTING READY FOR SCHOOL 1-3: I.Aims and objectives: By the end of the lesson, ss will be able to + Know some activities they often do in the morning + Know how to use activities to describe some actions in the morning + Use question “ What do you do every morning ? ” to present the simple + Improve their skills II. Language focus: 1. Structure: 1 What do you do every morning? I get up. Then I ………… 2 What does she do every morning? She gets up. Then she ……. 2.Vocabulary: + every ;+ get dressed ;+ wash face ; + get up ; + brush teeth ; + have bracfast III.Ways of working: T-wc, pair work, group work, individually. IV. Teaching aids: Book, notebook, pictures, cassette, tape…. V. Anticipated problems: VI. Procedure: STAGE T’S ACTIVITIES Ss’ACTIVITIES Warm up: (5’) Presentation (15’) Practice: ( 10’) Further Practice : ( 10’) Consolidation. (3’) Homework (2’). 1- Organization. (1’)-Good morning! How are you today? Who’s absent today? 2-Checking up:Write the cardinal number from1st-10th - Answer: -Which grade/ class are you in? - Where's your classroom? - Call 2 students. - Correct and give mark 3 - New lesson (35’).: 1. Pre teach: Vocabulary - Picture (p49) (to) get up: thøc dËy (to) get dress: mÆc quÇn ¸o (to) brush (your) teeth : ®¸nh r¨ng (to) wash (your) face : röa mÆt (to) have breakfast : ¨n s¸ng (to) go to school : ®i häc (to) do : lµm * Check: Slap the board 2. Presentation: - Set the scene: Ba What do you do every morning? What does Ba do every morning? * Presentation Text: Nam Ba - Model: Nam: What do you do every morning? Wh aux S V Ba : I get up I brush my teeth. S V(present) Dialogue build: R & R Concept checking: -meaning: B¹n lµm g× vµo mçi s¸ng? T«i thøc dËy … *Form: What do you do ….? I + V (present) … - Use: Hái, tr¶ lêi b¹n lµm g× vµo mçi s¸ng. (Th× hiÖn t¹i ®¬n: DiÔn t¶ hµnh ®éng x¶y ra lÆp ®i lÆp l¹i) - Intonation : falling tone - E.g. What do you do every morning? I go to school. 3. Practice: Word cue Drill - Model: What do you do ….? I ….. - Control; Less controlled - Ask students to write up: Indirect correction. 4. Further Practice: Chain Game - Divide groups of 5 ; - Model: S1: I get up S2: I get up and I get dressed S3: I get up, I get dressed and I brush my teeth. S4: ………. S5: ………. - Time (3') - Get feed back: Call some groups to practice. 5- Consolidation.(3’) + Question: What do you talk about? What tense do you study? + Exercise practice: Make question and answer again. 6– Homework (2’).- Vocabulary - Write your habitual action in the morning. - Ex1,2 (p41) - Guess the words - Repeat chorally - Repeat individually - Copy - 2 teams - Have a look - Answer - Chorus repetition - Individual repetition - 2 groups work - 2 pairs - Translate - Put form - Give the use - Put e.g. - Whole class: go through. - Chorus repetition - Individual repetition - 2 groups work - Open pairs - Closed pairs - Pairs work - Individual work - Groups of 5 Date: Period 24 Unit 4: Big or Small? Lesson 5: Section C: C4-7 I. Aims and objectives: By the end of the lesson, ss will be able to ask and answer the time of daily routines. -Telling the time. II. Language focus: 1. Structure: What time is it? (What is the time?) ; It's + thêi gian + o'clock 2.Vocabulary: The time ; O'clock ; Half ; (to) be late for . III.Ways of working: T-wc, pair work, group work, individually. IV. Teaching aids: Book, notebook, pictures, cassette, tape…. V. Anticipated problems: I. Procedure: STAGE T’S ACTIVITIES Ss’ACTIVITIES Warm up: (5’) Wash your face/ 6.10 Get up/ 6.00 Presentation (15’) Practice: ( 10’) Further Practice : ( 10’) Consolidation. (3’) Homework (2’). 1- Organization.(1’)-Good morning! How are you today? Who’s absent today? 2 - Warm up:(5-7’) * Checking up: - Give the correct form of the verb in brackets: a. Every morning, Lan (get up) ……She (wash) …….her face. She (have)…….breakfast. She (brush)…….her teeth and (go) ……to school. - Call 2 students. Then correct and give mark. * Warmer: Number Dictation - Read: one- ten, four- thirty, five- twenty, three- fifteen, six- forty, seven- forty five, ten- thirty, twelve, twelve- five, eleven - fifty, two- fifty five. - Feed back: Call students to say aloud the numbers. - Correct 3 - New lesson (35-40’).a. Pre teach: Vocabulary: The time : thêi gian O'clock : giê Half past : nöa giê (30 phót) (to) be late for : trÔ, muén * Checking: Wh & Wh b. Presentation- Set the scene: Lan Ba 8o'clock¾ À 10 o'clock - Model: Lan: What time is it? Ba : It's 8 o'clock ten- fifteen half past ten *Dialogue build: R & R *Concept checking: -Meaning: -Form: What time is it? (What is the time?) It's + thêi gian + o'clock -Use: Hái, tr¶ lêi vÒ giê ( Giê ch½n: 8 o'clock Giê lÎ : giê + phót / 7. 15 Giê lÎ 30 phót: half past + giê / 6.30) Intonation : falling tone -E.g. 1 o'clock / 2.45 / 3.30 c. Practice: Picture Drill (5/ p50) - Show the pictures.And give model: What time is it? It's ten o'clock ten ten ten- fifteen half past ten ten forty- five ten- fifty - Control. Less controlled * Word cue Drill : 6,7/ p51 - Model: S1: What time do you get up? S2: I get up at 6 o'clock. - Control. Less controlled * Write it up E.g. I get up at 6 o'clock Ba gets up at ….. I wash my face at ….. Ba washes his face at ….. - Move around, take notes, indirect correction. 4. Further practice:* Noughts and Crosses - Model: What time is it? It's 6.10 6.10 6.30 6.45 7.00 11.25 9.40 3.15 4.20 2.35 - Control. Correct 4- Consolidation: + Question: What do you practice? + Exercise practice: Ask and answer about the time. 5 – Homework(2’).- Remember C8 - Write your daily routines at times. - Ex4,5,6 (p42,43) - Whole class: Write the numbers 1.40, 4.30 … - Guess the words - Repeat chorally - Repeat individually - Copy - Have a look - Chorus repetition - Individual repetition - 2 groups work - 2 pairs - Translate - Put form - Give the use - Put e.g. - Whole class: go through. - Chorus repetition - Individual repetition - 2 groups work - Open pairs - Closed pairs - Pairs work - Individual work - Compare - Remark - 2 teams: Make questions and answer
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