GIÁO án TIẾNG ANH 6 THÍ điểm

Date of preparation: 15/08/2014 Date of teaching :18/08/2014 Period :1st GUIDING HOW TO LEARN ENGLISH Class :6A1 Objectives - Language content: + Talk about ways of studying and doing the test, Present forms of test - Language function: + help sts have good methods of studying, help sts identify forms of test - Educational aims: Educate sts to study harder and to be honest in examinations Language contents: + Methods of studying + Forms of test Techniques / activities: questions – answer, explanation Teaching aids: Work book, text books, tape & radio Procedures Time 5ms Teaching steps I WARM UP * Net work How you learn English? practice listening 20ms Practice writing practice speaking talk with friends II PRE – PRACTICE Method of studying: - Train four skills as much as possible (1) Do the homework (2) Do more grammar exercises in grammar books (3) Read short stories or newspapers in E (4) Write E as much as possible Write a passage, a web page, an e-mail… (5) Learn by heart all the new words & texts (6) Speak E with friends Speak E in class, limit Vietnamese (7) Use a dictionary for reading and practicing pronunciation (8) Practice listening to E tapes (9) Watch English TV programs (10) Learn to sing E songs (11) take part in English speaking club - Try your best to improve yourself - Arrange the timetable at school and at home suitably -……………………………………………………… Forms of test: Nội dung theo cơng văn 6672 /BGDDT 2.1 Hình thức kiểm tra - Kiểm tra đánh giá (KTĐG) thường xun định kỳ phải Thơng tư số 58/2011/TT-BGDĐT Bộ GDĐT việc ban hành Quy chế đánh giá, xếp loại học sinh THCS THPT áp dụng từ năm học 2011-2012 Việc KTĐG phải đủ kỹ gồm nghe, nói, đọc, viết ngữ âm, kiến thức ngơn ngữ - Kiểm tra thường xun chủ yếu dành cho kỹ nói, thời lượng từ đến 15 phút, thơng qua hình thức trả lời câu hỏi ngắn, miêu tả tranh, kể lại truyện, thuyết trình, hùng biện, sinh hoạt theo chủ đề, trình bày phát biểu, vấn, đóng vai hoạt động hỗ trợ phù hợp khác để tăng cường mơi trường giáo dục cho học sinh Cần trọng tới định hướng giao tiếp khả thực u cầu đàm thoại Học sinh đánh giá qua kiểm tra thường xun tối thiểu lần học kỳ phải có lần hình thức kỹ nói lần dạng viết - Kiểm tra định kỳ (45 phút) kiểm tra tích hợp gồm kỹ nghe, đọc, viết, ngữ âm kiến thức ngơn ngữ Bài kiểm tra phải có 02 dạng câu hỏi cho kỹ năng/phần với định hướng đánh giá lực ngơn ngữ tồn diện học sinh Tỷ lệ kỹ kiển tra tiết trở lên; Nghe hiểu: 30%; Ngữ âm: 10%; Kiến thức ngơn ngữ: 20%; Đọc: 20% Viết: 20% Số lượng câu hỏi kiểm tra từ 30 đến 50 câu kiểm tra định kỳ từ 35 đến 60 câu kiểm tra học kỳ mức độ u cầu độ khó câu hỏi Các trường phải đảm bảo có đủ thiết bị để học sinh làm nghe hiểu - Kiểm tra định kỳ lần học sau ơn tập thứ học kỳ (bài Review học kỳ I Review học kỳ II); Bài kiểm tra định kỳ lần học sau thứ học kỳ (bài học kỳ I 11 học kỳ II) - Kiểm tra học kỳ dành cho kỹ nghe, nói, đọc, viết Căn điều kiện CSVC, nhà trường tổ chức kiểm tra kỹ nói buổi kiểm tra khác buổi (khi có kết quả, chia tỷ lệ phần trăm Viết chiếm 70%, Nói 30%) Giáo viên cần bố trí thời gian chữa kiểm tra học kỳ 2.2 Cấu trúc, định hướng nội dung kiểm tra 2.2.1 Phần nghe: Kiểm tra đài cassette qua đĩa CD, máy tính thiết bị thu, phát âm khác Khơng sử dụng giáo viên đọc lời thoại/nội dung nghe cho học sinh Thời lượng dành cho nghe từ đến 15 phút, có tối thiểu phần nhỏ gồm từ câu hỏi trở lên với dạng câu hỏi sau đây: a Listen and match; b Listen and number; c Listen and tick; d Listen and complete; e Listen and select the correct option; f Listen and give short answers g Other listening questions Học sinh cần đạt được: - Nhận biết âm, trọng âm, ngữ điệu nhịp điệu câu ngắn đơn giản khác - Nghe hiểu dẫn ngắn đơn giản sử dụng hoạt động học tập lớp học - Nghe hiểu nội dung chính, nội dung chi tiết đối thoại, độc thoại đơn giản, khoảng 60-80 từ chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, - Nghe hiểu nội dung trao đổi thơng tin bạn tuổi chủ đề quy định phần nội dung 2.2.2 Phần đọc Có tối thiểu phần nhỏ gồm từ câu hỏi trở lên có dạng câu hỏi sau đây: a Read and match; b Read and number; c Read and tick; d Read and complete; e Read and select the correct option; f Read for the main idea; g Read for specific details; h Read and summarize; i Other reading questions Học sinh cần đạt được: - Đọc hiểu nội dung chính, nội dung chi tiết đối thoại, độc thoại đơn giản khoảng 80-100 từ chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, - Đọc hiểu nội dung thư cá nhân, thơng báo, đoạn văn ngắn, đơn giản thuộc phạm vi chủ đề quen thuộc (có thể có số từ, cấu trúc mới) 2.2.3 Phần viết Có tối thiểu phần nhỏ gồm từ câu hỏi trở lên với dạng câu hỏi sau đây: a Complete the sentences with a word or a phrase (pictures can be used); b Arrange the words to make complete sentences; c Use the provided words or phrases to write complete sentences; d Arrange sentences to make a complete paragraph; e Use the provided words or phrases to write a complete paragraph; f Use the provided words or phrases to write a short passage; g Write short passages about relevant and familiar topics; h Reordering; i Other writing questions Học sinh cần đạt được: - Viết có hướng dẫn đoạn ngắn, đơn giản khoảng 40-60 từ chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, - Viết thư, bưu thiếp, tin nhắn ghi chép cá nhân ngắn, đơn giản liên quan đến nhu cầu giao tiếp hàng ngày … phạm vi chủ đề quy định phần nội dung 2.2.4 Phần nói đánh giá thơng qua kiểm tra thường xun học kỳ: Có phần nhỏ: a Introduction; b Interview; c Free talk; d Other speaking tasks Căn thực tiễn, giáo viên thiết kế phần nói cho phù hợp để đánh giá học sinh theo tiêu chí sau: - Phát âm âm, trọng âm, ngữ điệu nhịp điệu câu ngắn đơn giản khác - Nói dẫn ngắn đơn giản sử dụng hoạt động học tập lớp học - Hỏi trả lời ngắn gọn chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, - Nói câu đơn giản, liền ý, có gợi ý chủ đề quen thuộc 2.5 Phần kiến thức ngơn ngữ kiểm tra lực ngơn ngữ học sinh ngữ âm, ngữ pháp, từ vựng, cách sử dụng ngơn ngữ ngữ cảnh Có tối thiểu phần nhỏ gồm từ câu hỏi trở lên với dạng câu hỏi sau đây: a Multiple choice questions – MCQs; b Matching; c Gap filling; d Information gaps; e Reordering; f Word form; 15ms g Other similar and suitable questions 5ms III CONTROLLED - PRACTICE - Discuss ways of learning - Have short conversations - Have any questions V HOMEWORK ? Prepare: Unit : Getting started ? Write any sentences about your new school Ex: My new school is big VI REMARKS ………………………………………………………………………………………… …………………………………………………………………………………………… *SELF- EVALUATION ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Date of preparation: 15/08/2014 Date of teaching :18/08/2014 Unit 1: MY NEW SCHOOL Period 2nd : Getting started Class :6A1 Objectives - Language content: By the end of the lesson, students will be able to pronounce correctly the sounds /∂υ / and / Λ/ in isolation and in context; Use the combinations: to study, to have, to do, to play + Noun - Language function: + improve their listening skill, speaking skill, writing skill, reading comprehension and pronunciation +By the end of the lesson, sts will be able to listen and read for specific information about a special day then practice listening and speaking with the lexical items related to the topic "My New School" - Educational aims: Educate sts to live friendlily and use school things carefully Language contents: + Grammar: The simple present, the present progressive + Vocabulary : School lexical items Techniques / activities: Group/ pair work, individual work, guessing game, using pictures, matching Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects Procedures Time 5ms 10ms Teaching steps I WARM UP * Do chatting ? How you feel on the first day of the new school? (I feel happy and excited / worried ) ? Do you have many friends in this school? (Yes, I have / No, I haven’t) ? What school things you prepare for the new school year? II PRE – PRACTICE Use techniques( translation, guessing from situations), pictures, and real objects to present vocabularies knock (v) make a noise by striking something - be ex'cited about (adj): feeling or showing excitement - be ready (adj) fully prepared or completed - to have = have (v) (have got: not used in the got continuous tense) I have a new friend have got……… - wear (v): put on, have sth on one’s body - 'uniform (n): distinctive clothing - smart (adj): bảnh bao, nhanh trí - 'heavy (n): difficult to lift or move - 'compass (n): com pa,la bàn - 'rubber (n): cục tẩy - 'calculator (n): máy tính - school bag (n): Cặp HS 20ms - let S.O S.th (give example) Note * The present simple tense: - I have a new friend / new notebooks / a new calculator/ … have got - I am excited about our first day at school * The present continuous: Someone is knocking at the door You are wearing the new uniform Duy III CONTROLLED - PRACTICE * Activity - Writes the word “A special day” on the board and asks sts why it is a speacial day -> Give the reasons + It is the first day of the new school year + Have many new friends + Have many new teachers + Everything is new and strange - Introduces the pictures and the situation and asks sts to guess how they feel on the first day of the new school year + Happy + Excited + Hurried + Ready - Asks sts to look at the dialogue and listen to the conversation - Asks sts to read the dialogue (a)- Asks sts to part a True or False ( T may ask sts to tell which sentences they base on for information) 1.T 2.T 3.F 4.T 5.F (b)- Asks sts to find out the expressions in the conversation and explain their meaning Oh dear: express surprise You’ll see: You will find out/ certain that something is right Come in: invite sb into the house/ please move inside Sure: To say “Yes” to sb (c)- Asks sts to use the expressions to make small dialogues (pair work) Ex1: A: Oh dear I forgot my calculator B: That’s OK, you can borrow mine A: Thank you! Ex2: Lan: Is anyone at home? Hoa: Yes, who’s that? Lan: It’s me, Lan Hoa: Oh, Lan Long time to see Come in, please Lan: Thank you *Activity - Introduces the poem and asks sts to listen to it - Asks one st to read aloud - Asks sts to write a poem about their partner - Asks some sts to read their poems *Activity 3: matching - Introduces the pictures of the school things and asks sts to give the name of them - Asks sts to listen and check - Asks sts to write down in their books - Listen and check the answer pencil sharpener compass schoolbag pencil case notebook bicycle rubber ruler calculator 10 textbook 5ms IV FREE - PRACTICE *Activity Asks sts to make a list of the school things they have in their classroom (Sts draw a picture of each if possible) Ex: 5ms There is a board in my classroom There are two ceiling fans in my classroom I have a pencil in my schoolbag V HOMEWORK ? Learn by heart all the new words ? Do Ex A1 P3, B1,2 P4 (SBT) ? Prepare: Closer Look ? Write 10 sentences with the school things you have Ex: I have 20 notebooks VI REMARKS - Anticipated problems: It's a long lesson with a lot of new words, there may not be enough time for all the activities ………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… *SELF- EVALUATION ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Date of preparation: 20/08/2014 Date of teaching :22/08/2014 Unit 1: MY NEW SCHOOL Period 3rd : A Closer Look Class :6A1 Objectives - Language content: +To introduce some words relating to subjects and activities at school/ after school +To help the students make sentences with verb (study, have, do, play) + Noun + To train the sounds /∂υ / and / Λ/ - Language function: +By the end of the lesson, students will be able to pronounce correctly the sounds /∂υ / and / Λ/ in isolation and in context; Use the combinations: to study, to have, to do, to play + Noun + To help sts improve their listening skill, speaking skill, writing skill, reading comprehension and pronunciation - Educational aims: + To help sts be aware of the importance of pronouncing words correctly +To educate sts to arrange their timetable at school and at home suitably Language contents: + Grammar: The simple present, the present progressive Verb: study, have, do, play + Noun + Vocabulary : Names of subjects and words relating to activities at school / after school +Pronunciation: Sound / ∂u / and / / Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, gap filling Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects Procedures Time 5ms 10ms Teaching steps I WARM UP: Kim's game “Remember and Write” ? Look at the picture on page in 20 seconds and try to remember as many words as possible from the picture - Divide the class into two teams ? Go to the board and write the words from the picture they know - Get feedback -> Today we are going to learn some more about subjects , activities at school / after school II PRE – PRACTICE *VOCABULARY Use techniques( translation, guessing from situations), pictures, and real objects to present vocabularies - 'physics (n): mơn vật lý -'history (n): mơn lịch sử -'science (n): khoa học - 'judo (n): mơn võ nhu đạo - 'lesson (n): học ->Part Listen and repeat the words (1 P8) - Then lets the students give some examples - Gives feedback III/ CONTROLLED-PRACTICE : VOCABULARY ►Activity 1: Matching -Tells the students to write the words that match the pictures and compare their answers with a partner -Asks some students to read the words aloud -Checks their answers -Gives remarks 18ms Key: a robot b automatic dishwasher c wireless TV d automatic washing machine e modern fridge f smart clock ►Activity : Think about what the appliances will in the future -Has the students write their answers in their notebooks robot clean our house, wash our clothes automatic washing wash, dry and iron our clothes mạchine wireless TV help us watch TV programmes from space, phone and chat voice super car run on road, fly, take photos and film smart book tell stories, teach children automatic wash, dry and organize dishes dishwasher GRAMMAR ►Activity : Complete the sentences with will or won't - Asks the students to the exercises individually first Then, they can check their answers with a partner before discussing them as a class - However, Tells the students keep a record of their original answers so they can use that information in their Now you can… statement -Corrects mistakes, if yes Key: won’t Will Will Won’t Wil Won’t ►Activity : Complete the sentences with might or might not - Asks the students to the exercises individually first Then, they can check their answers with a partner before discussing them as a class Key: Might Might not Might, might Might Might not COMMUNICATION ►Activity : Role play -Asks the students to read the conversation in the example Then role-play, using the information in -Lets the students write one of the conversations in their notebooks if there is time E.g St 1: Will robot clean your house in the future? St 2: Yes, they will St 1: Will super car can run on water in the future? St 2: No, they won't ►Activity : Finished! -Asks the class to use their results for the questions in Looking back to guide them as they complete this self-assessment -Identifies any difficulties and weak areas and provides further practice ►Activity PROJECT 4ms 5ms - Explains to students how to project -Asks the students to look at the poster and read the description of what the appliance will in the future - Has the students think of an appliance they would like to have in their future houses - Lets the students have time to make their own posters (draw the appliance and write what it will or might do) and share their posters with a partner -Lets the students display the posters in front of the class -Gives remarks IV/ CONSOLIDATION -Lets the students sum up the main content of the lesson -Give remarks V/ HOMEWORK : - Asks the students : +to review the words the vocabulary , the grammar and structures in Unit 10 +to write completed sentences of Exercises 2,3,4,5 Page 46 (students' book) +to prepare: Unit 11: Getting started VI/ REMARKS :………………………………………………………………………………… *Self-evaluation : ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ……………… Date of preparation: April 1st,2014 Period 98 Unit 11: Period 98: GETTING STARTED I/ AIMS AND OBJECTIVES: - Language content: - To teach vocabulary or lexical items related to the topic 'Our Greener World' - To introduce students how to use conditional sentences-type correctly and appropriately - Language function: - By the end of the lesson , the students will be able to comprehend the dialogue to get information about how to be ''green'' - Educational aim: - To educate the students to know about the protection of the environment 1/ Language: a) Vocabulary:reuse ,reusable,recycle,reduce,materials,deforestation,cause b) Structures: conditional sentences -type 2/ Skills: Integrated skills 3/ Method: Communicative approach 4/ Techniques /activities : Repetition, pair work, explanation, group work , games ,using pictures , matching , completion 5/ Materials needed: Textbook, pictures , CD ,sub-board II/ PROCEDURES IN CLASS: Stabilization: (1’) - Greeting - Checking absence: Who’s absent today ? Checking up previous knowledge: No checking New lesson :( 44’) Times Teaching steps 5ms I/LEAD-IN : - Writes the phrase ''Our Greener World '' on the board - Asks the students what 'green'means to them - Tells them that 'green'has a lot of meanings and in this unit it means relating to the protection of the environment - Writes 'Let's go green 'on the board and elicit the meaning of 'go green'from the students - Introduces the lesson 8ms II/ PRE-PRACTICE : Use techniques( translation, guessing from situations), pictures to present vocabularies tái sử dụng reuse (v) dùng lại reusable (a) giảm reduce (v) tái chế recycle (v) chất liệu material (n) gây cause (v) phá rừng deforestation (n) 20ms check-out (n) quầy thu tiền Checks the understanding of the new words : Rub out and remember Introduces the conditonal sentences -Type The conditonal sentences -Type describes a thing which is possible and likely to happen in the present or the future If +subject +V(present simple) ,subject +will/won't +V (base form) Eg: If you use less paper ,you will save a lot of trees III CONTROLLED - PRACTICE * Activity - Introduces the picture and asks the students : Who are they ? Where are they ? What might they be talking about ? Plays the recording and asks the students to listen and check their guesses (a)- Asks the students work independently - Asks them to share their answers - Corrects 1.on a picnic 2.reusable ,natural 3.the check-out 4.a/a reusable 5.cycling (b) - Tells the students to read column A and B to make sure they understand - Asks them to give their answers without reading the conversation again - Asks them to read the conversation and check their answers - Confirms the correct answers 1.b 2.c 3.a (c) -Asks the students to read the conversation again to find the expressions - Asks them to guess the meaning of each expression - Explains the meaning 1.understand 2.used to introduce a new subject for consideration or to give further information 3.used to say 'no' or 'not' strongly (can also be used to mean 'no problem') (d) -Asks the students to work in pairs to put a suitable expression in each blank and then practise the conversations - Checks the students'answers by asking some pairs to act out the conversations Key :1 I see 2.Not at all 3.By the way * Activity 2: Write each problem in the box under the picture - Asks the students look at the words in the box and makea sure that they understand the meaning of each environmental problems - Asks the students to look at the five pictures and this exercise individually then compare their answers with their classmate - Asks the students to give the answers - Writes their answers on the board without saying if their answers are correct *Activity 3.Listen ,check and repeat the answers - Plays the recording - Has the students to listen ,check and repeat their answers 7ms 3ms 1m Key : 1.soil pollution 2.deforestation 3.water pollution 4.noise pollution 5.air pollution *Activity 4: - Introduces :To express effects we can use the structures 'to make sth/sb sth ' or 'to cause sth' - Gives examples of two structures - Asks sts to work in pairs to complete this exercise - Checks the answers with the whole class - Confirms the correct answers - Asks the students to read the sentences aloud 1b 2d 3e 4c 5a IV FREE - PRACTICE *Activity 5: Game - Explains how the game is played and asks the students to play this game in groups of six + First, asks the students to read the steps in the book + Then, asks them to work in groups of six to write down the effects in five minutes +After five minutes ,the students stick their answers on the board The group with the most effects wins - Has the students make at least five sentences with five effects ,using the structure in Activity in their sentences V HOMEWORK ? Learn by heart all the new words ? Do Exercises (SBT) ? Prepare: Listening VI REMARKS ………………………………………………………………………………………… *Self- evaluation : Date of preparation: March 16th, 2014 Period 100 Unit 11: A CLOSER LOOK I/ AIMS AND OBJECTIVES: - Language content: - To teach some words about appliances and how to pronounce the sounds / dr/ and / tr / - Language function: - By the end of the lesson , the students will be able to know the things that the modern appliances can or might - To enable sts to pronounce the sounds / dr/ and / tr / correctly in isolation and in context - Educational aim: - To make the students aware of the importance of pronunciation in learning English 1/ Language: a) Vocabulary: automatic, dishwasher, hi-tech b) Structures: 2/ Skills: Integrated skills Method : Communicative approach Techniques /activities : Repetition, pair work, explanation, group work , game ,using pictures ,matching Materials needed: Textbook, pictures , the CD ,sub-board III/ PROCEDURES IN CLASS: Stabilization: (1m) - Greeting - Checking absence: Anyone absent today ? Checking up the previous knowledge: (5ms) - Nominates a student to write down some new words - Asks him /her to talk about his /her house in the future *Suggested answers : (depend on students) My house will be in /on / .There will be rooms It will have New lesson :( 39’) Time Teaching steps 4ms I/LEAD-IN : - Conducts the game ''Brain storming '' - Asks sts to list words or phrases relating to the topic “Appliances in your house” and as much as possible 2ms 20ms -Tells the aim of the lesson: “ Today you are going to learn some appliances more and how to pronounce the sounds / dr / and / tr / II/ PRE-PRACTICE : Pre-teaches some new words : - automatic (a) ( translation) - dishwasher (n) (picture ) - hi-tech (a) ( explanation) III/ CONTROLLED-PRACTICE : ►Activity Listen and repeat the appliances Put them in the appropriate columns - Plays the tape and lets the students listen to the words - Plays it again with pauses for them to repeat each word - Corrects their pronunciation - Lets the students work in pairs to put the words in the columns.(may use one word more than once ) - Checks their answers living room wireless TV bedroom wireless TV hi-tech robot kitchen modern fridge automatic dishwasher bathroom automatic dishwasher ►Activity ; Match the appliances in A with the things they can or might in B - Asks the students to the task individually - Has them match and then write the sentences on the board Eg: A hi-tech robot looks after children - Checks their answers 1.c 2.d 3.b 4.e 5.a ►Activity 3: Work in pairs -Asks the students to read the example first -Tells the students to role-play the conversation ,using the information in - Calls some pair to perform in front of the class *PRONUNCIATION : Sounds / dr / and / tr / - Helps Ss distinguish between two sounds / dr / and / tr/ ►Activity : Listen to the chants Write the words with the sounds /dr/ and /tr/ in the table - Plays the recording twice - Lets the students listen and repeat the chants sentence by sentence - Helps them to recognize the two sounds - Has them practise the sounds together - Asks the students to write the words in the columns - Lets them to check their answers in groups - Corrects /dr/ drive drops drip dripping 4ms 3ms 2ms 3ms /tr/ countryside travel train tractor - Plays the recording again , asks Ss listen and check ►Activity : Say the words Can you add some more words ? - Lets the students to read the words again and asks them to pay attention to the sounds/dr/ and /tr/ IV/ FREE-PRACTICE : - Divides the class into two teams : two representatives will write the words with the sounds / dr / and / tr / as many as possible V/ CONSOLIDATION : -Asks the students to retell appliances and the things each appiance can or might 1m VI/ Homework : - Asks the students : + to learn by heart the new words + to find out the words with the sounds / dr / and / tr/ and practice them + to exercises A1,2 in workbooks + repare for the next lesson (find out the new words) VII/ Remarks : …………………………………………………………………………………………… Self-evaluation: Date of preparation: March 18th, 2014 Period : 90 Unit 10: A CLOSER LOOK I/ AIMS AND OBJECTIVES: * Language content: - To teach the structures ''will+V''for the future and ''might+V''for future possibility -To provide the students with some exercises relating to the grammar points , * Language function: - By the end of the lesson , sts will be able to know how to use will and might * Educational aim: - To educate the students to study well to make their dreams into the truth 1/ Language: a) Vocabulary: - No new vocabulary b) Structures:''will+V''for the future and ''might+V''for future possibility 2/ Skills: Integrated skills 3/ Method: Communicative approach 4/ Techniques /activities : Repetition, pair work, explanation, group work , game ,using pictures ,matching , completion 5/ Materials needed: Textbook, pictures , CD ,sub-board II/ PROCEDURES IN CLASS: Stabilization: (1’) - Greeting - Checking absence: Anyone absent today ? Checking up previous knowledge: (5’) - Asks Ss to write some appiances and tell the things each appliance can or might Eg:An automatic dishwasher can wash and dry dishes New lesson :( 39’) Time 4ms 10ms Teaching steps I/LEAD-IN : - Has the students talk about their activities tomorrow or next Sunday - Asks the students “ What tense should we use when you talk about the activities in the future ?” -Tells the aim of the lesson: “ Today you are going to learn how to use ''will+V''for the future and ''might+V''for future possibility II/ PRE-PRACTICE : Will for the future Usage:We use will +Vinf to talk about actions we think are likely to happen in the future Form: Affirmative : I/we/you/they/he/she/it +will +V Eg:I will travel to the Moon by super car in the future Negative: I/we/you/they/he/she/it +will not (won't)+V Eg: We won't live in that cottage in the future Question form : Will +I/we/you/they/he/she/it +V 16ms Eg : Will they live on the Moon ? Yes,they will No,they won't 2.Might for future possibility Usage:We use might +Vinf to talk about actions that are possible in the future (we are not sure if they will happrn or not ) Form: Affirmative : I/we/you/they/he/she/it +might +V Eg:We might have robots our housework Negative: I/we/you/they/he/she/it +might not +V Eg: They might not travel in cars -Asks the studentsto give some examples III/ CONTROLLED-PRACTICE : ►Activity 1: Complete the conversation with will or won't - Lets the students read the open dialouge in pairs - Asks the students to the task individually - Calls some students to say out their answerw separately - Corrects 1.will 2.won't 3.will 4.will 5.will 6.will 7.will 8.won't 9.will 10.won't - Lets the students read again the completed conversation in pairs ►Activity 2: Match the verbs in A with the nouns in B : - Lets thestudents the task invidually - Calls some students to say their answers - Corrects d f a g b h e 8.c ►Activity : What will appliances in the future ? - Lets the students think about if the appliances will or won't the things in the future ,using the information in - Asks the students to tell their partners about them - Goes round and corrects or helps when necessary ►Activity : Listen and read the two poems Then decide whether the statements are T or F - Plays the recording - Asks the students to read again after listening - Asks the students to underline all the phrases might +V - Asks the students to the task individually ,then share the answers together - Gives feedback 2.T 3.F 4.F 5.T 6.F 5ms IV/ FREE-PRACTICE : ►Activity : Work in groups 3ms 1m - Has the students study the example first - Asks them to think about what they might or have in the future -Asks them to share their ideas with their classmates (can use the ideas in and 4) -Gives feedbacks V/ HOMEWORK : - Asks the students : + to learn by heart the structures + to activity B 3->B7 on page 27,28 in workbook - Guides the students how to the exercises - Has the students prepare for the next lesson < Further practice in simple future> VI/ REMARKS : …………………………………………………………………………………………… *SELF-EVALUATION : ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ... dung chi tiết đối thoại, độc thoại đơn giản, khoảng 60 -80 từ chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, - Nghe hiểu nội... - Viết có hướng dẫn đoạn ngắn, đơn giản khoảng 40 -60 từ chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, - Viết thư, bưu... nói đánh giá thông qua kiểm tra thường xuyên học kỳ: Có phần nhỏ: a Introduction; b Interview; c Free talk; d Other speaking tasks Căn thực tiễn, giáo viên thiết kế phần nói cho phù hợp để đánh