Giáo án tiếng anh lớp 6 sách kết nối tri thức học kì 1

UNIT 1: MY NEW SCHOOL Lesson 1: Getting started – A special day Lesson aim(s) By the end of the lesson, students will be able to: - have an overview about the topic My new school; - use the vocabulary to talk about school things Language analysis Form Meaning Pronunciation subject (n) the thing that is being studied /ˈsʌbdʒekt/ uniform (n) a set of clothes that has to be worn by the members of the same group of people /ˈjuːnɪfɔːm/ calculator (n) an electronic device used for mathematical processes /ˈkælkjəleɪtər/ Materials (referenced) - Grade textbook, Unit 1, Getting started Projector/ pictures and cards sachmem.vn Anticipated difficulties Solutions Students may lack experience of group/ team work - - Encourage students to work in groups so that they can help each other Give short, clear instructions and help if necessary Board Plan Date of teaching Unit 1: My new school Lesson 1: Getting started * Warm-up Memorising game I Vocabulary subject (n) uniform (n) calculator (n) II Practice Task 1: Listen and read Task 2: Read the conversation again and tick (✔) T (True) or F (False) Task 3: Write one word from the box in each gap Task 4: Match the words with the school things Then listen and repeat Task 5: Write names of the things you can see around the class in your notebook * Homework Stage Warm-up Stage aim Procedure Interaction Time - To activate * Memorising game: Team work students’ - Teacher mins knowledge on divides class the topic of into the unit teams - To set the - Teacher asks context for students to the listening close the and reading books, part shows the picture (pages and 7) and asks them to memorise every detail in the picture in minute - Teacher hides the pictures and asks questions about the picture The team who has more correct answers is the winner How many people can you see in the picture? Who are they? Where are they? What are the two students carrying on their backs? Where are they going to go? Suggested answers: I can see three people They are students They are at one of the boys’ home They are carrying school bags/ backpacks They are going to go to school - Teacher sets the context for the listening and reading text: Write the title on the board A special day Explain the meaning of special and ask students to guess what the conversation might be about Presentation To prepare (Vocab – students with pre-teach) vocabulary Practice - VOCABULARY Teacher introduces the vocabulary by: - giving explanations ; - showing the pictures illustrating the words subjects (n) [explanations] uniform (n) [picture] calculator (n) [picture] T Task 1: Listen and read o - Teacher h plays the a recording v twice e - Students s listen and t read T-Ss mins T-Ss mins u d e n t s k n o w t h e t o p i c - T o h a v e s t u d e n - - Teacher checks students’ prediction Teacher calls students to read the conversation aloud Task 2: Read the conversation again and tick (✔) T (True) or F (False) - Teacher tells students to read the conversation again and work independent ly to find the answers Remind students to underline the information and correct the false statements - Teacher has students pair compare before checking with the mins T-Ss Ss-Ss T-Ss mins S t s g e t s p e c i fi c i n f o r m a ti o n o f t h e t e x t - whole class Teacher calls some students to give the answers T-Ss Ss-Ss Answer key: T F T T F mins Task 3: Write one word from the box in each gap - Teacher has students read the conversation again, work independent ly to put a suitable word from the box to fill in the gap - Teacher calls one student to share his/her answer on the board - Teacher asks students to look at the T-Ss Ss-Ss Answer key: wear has go uniforms subjects - T o c h e c k s t u d e n t s u n d e r s t a board, check their mate’s answer Task 4: Match the words with the school things Then listen and repeat *Pelmanism - Teacher divides the class into teams - Teacher put two sets of cards, one includes pictures of school things and the other includes their names Members from two teams take turns and matchs the names with the correct pictures as fast as possible Group work mins n The team d matched i faster and n correctly is g the winner o f t h e c o n v e r s Task 5: Write names of the a things you can see around ti the class in your notebook - Students o work in n groups of a four to look n around the d class and h write down e things they l can see in p the class s - Students t may ask u teacher if d they don’t e know the n names of t the items s - Students u share with s e t h e w o r d s i n c o n t e x t the whole class - To provide students vocabulary - T o c h e c k s t u d e n t s’ v 10 Practice To help students review the pronunciation of the sounds learnt in Units 45-6: /ɪ/ and /i:/, /t/ and /d/, and /s/ and /∫/ correctly To help students review the adjectives describing the neighbourhood, the wonders of Viet Nam, and Tet holiday * PRONUNCIATION: Task 1: Listen and circle the word with the different underlined sound - Students this exercise individua lly then share their answers with their partners - Teacher gives feedback and confirms the answers Answer key: A C B C C * VOCABULARY: 557 35 mins S T-Ss Team work Task 2: Write the words in the box (a-h) next to their opposite (1-8) - Teacher prepares sets of words and To help students organises identify the this task words through as a their definitions game - Teacher divides To help students the class review grammar into elements taught teams, in Units 4-5-6: gives must/ mustn’t, each some/ any, and team comparative sets of adjectives words One set includes the adjective s in the box and the other includes their opposite s To help students - Teacher review the use lets of should/ students shouldn’t come to match on 558 T-Ss S T-Ss d a the board - The team matching faster and correctly is the winner g f b h c e Task 3: Choose the correct word/ phrase for each definition - - 559 Teacher has students this task individua lly and then share their answers with their partners Teacher calls one or two students to write their answers S Pair work - on the board Teacher checks and confirms the correct ones Answer key: waterfall compass museum wish lucky money * GRAMMAR: Task 4: Complete the sentences with the correct answer A, B, or C - - 560 Teacher has students the exercise individua lly Teacher asks students to exchange their answers and T-Ss Answer key: B C C A A discuss if there is any differenc e in their answers then checks students’ answers as a class, and explains if needed Task 5: Complete the sentences with should or shouldn’t - Teacher has a brief revision of should/ shouldn’t by giving a phrase showing an 561 - - Answer key: should shouldn’t shouldn’t should should Consolidation To consolidate what students have learnt in the lesson Homework To prepare for the next lesson activity Students speak aloud if they should/ shouldn’t it Teacher lets students this exercise independ ently Teacher checks their answers as a class Teacher asks students to talk about what they have learnt in the lesson T-Ss mins Prepare for Lesson 2: Skills T-Ss 562 REVIEW (UNITS 4-5-6) Lesson 2: Skills 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 4-5-6 Materials (referenced) - Grade textbook, Review 2, Skills CD player sachmem.vn Anticipated difficulties Solutions Students may find the lesson boring due to a large number of language exercises - Some students will excessively talk in the class - 563 Encourage students to work in pairs, in groups so that they can help each other Design as many exercises as games as possible Provide feedback and help if necessary Define expectation in explicit detail Have excessive talking students practise Continue to define expectations in small chunks (before every activity) Board Plan Date of teaching Review Lesson 2: Skills *Warm-up Chatting I Practice II Reading Task 1: Read the passage and match the headings (A, B, C) with the paragraphs Task 2: Read the passage again and choose the correct answer A, B or C III Speaking Task 3: Work in pairs Read the passage Visit Singapore again and make a list of the places take turns to ask and find out which place your partner wants to visit and why IV Listening Task 4: Mai’s family is talking to a travel agent about their trip to Singapore Listen and tick () T (True) or F (False) V Writing Task 5: Complete this paragraph to describe the place you live * Homework Stage Stage aim Procedure Warm- To increase * Chatting: up students’ interest and lead them into the lesson 564 Inter actio Time n T-Ss Teacher asks students some questions to lead them into the lesson: mins Do you want to visit Singapore? Do you know what is Singapore famous for? - Teacher leads in the reading part of the lesson Practic To help students e practise reading for general information * READING Task 1: Read the passage and match the headings (A, B, C) with the paragraphs - - - To help students practise reading for specific information 38 mins Answer key: B C 565 Teacher has students read the headings and the paragraphs carefully before matching Teacher asks students to underline the words/ phrases in the paragraphs which help them the matching and goes through the underlined words and phrases students have done, then guides them how to look for clues This will help students activity more easily Teacher checks the answers as a class S T-Ss A T-Ss Task 2: Read the passage again and choose the correct answer A, B or C Teacher has students read each sentence and look for the key word(s) in it - Teacher decides where to look for the information (paragraph 1, 2, or 3) This will make it quicker and easier for students to find the correct answers E.g Sentence has ‘plants and flowers’ → go to paragraph 1: Nature - Teacher checks students’ answers as a class - To help students practise asking Answer key: and answering about a place they want to visit A and explain why A B C To help students review listening * SPEAKING Task 3: Work in pairs Read the 566 Pair work for specific information (T/F questions) passage Visit Singapore again and make a list of the places take turns to ask and find out which place your partner wants to visit and why - - - - Teacher asks students to refer to the passage about Singapore (Reading 1) and make a list of the places mentioned Teacher asks students some time to form their own ideas of where to go and why they want to go there, then work in pairs, asking and answering to find out where their partners want to go and why Teacher goes round and supports students if it’s needed Teacher calls some students/ pairs to present their ideas to the class * LISTENING Task 4: Mai’s family is talking to a travel agent about their trip to Singapore Listen and tick () T (True) or F (False) 567 T-Ss S Teacher allows students some time to read the statements carefully to have some ideas what the listening is about - Teacher guides students to look for Pair key words which can work help them focus while listening For example: four days (1), won’t go (2) a full day (3) T-Ss - Teacher plays the recording twice or three times (as needed) Students listen and tick the answers - Teacher allows students to swap their answers - Teacher checks their answers as a class, encourages students to correct the false statement(s) If there is still time, teacher may give students some information about the Light and Sound Show and Sentosa - The Light and Sound Show: a form of nighttime entertainment that is usually presented - 568 - outdoor, using light and sound to tell a story of history Sentosa: a sunny island in Singapore, a big centre of entertainment, which offers activities for people of different age groups There are Sea Aquarium, Butterfly Park, Insect Kingdom, Skyline Luge, Cove Waterpark, Universal Studio, and the famous Light and Sound Show Answer key: T F T T F Audio script: To help students complete a guided paragraph of about 50 words to describe their Travel agent: Here we have a fourday programme for you Mai’s mother: Do we visit somewhere natural? Travel agent: Oh yes We have two days for nature: one 569 neighbourhood day at the National Park and one day at the zoo Mai’s mother: How about Sentosa? Travel agent: Sentosa is a ‘must’ for families We spend one day there Mai’s mother: Is it enough? Travel agent: We start early and return late There we visit the Sea Aquarium Mai’s mother: What is it? Travel agent: It’s a zoo for fish Mai’s mother: Great Travel agent: In the evening we will watch the Light and Sound Show And the last day is for *WRITING Task 5: Complete this paragraph to describe the place you live - - - 570 Teacher has students read the guided paragraph first and decide which information is needed for each blank Teacher allows them some time to think about the information they need to complete the frame Teacher allows them some time to the task T-Ss S - - - Teacher goes round and check if they are doing the job correctly and offers help if needed Teacher calls on one or two volunteers to read aloud their answers then calls for other students’ comments Teacher collects some writings to correct at home Consoli To consolidate dation what students have practice in the lesson Teacher asks students to talk about what they have practice in the lesson T-Ss mins Home To prepare for work the next lesson Prepare for Unit – Lesson T-Ss 571 ... SENTENCE STRUCTURE: INTRODUCING SOMEONE Task 1: Listen and read the dialogue (Ex 1, p 11 ) - Teacher lets students listen and read the dialogue, asks them 41 T-Ss mins T-Ss mins - - what the characters... [explanation] T-Ss mins Task 1: Listen and repeat the words - Teacher asks students to listen and repeat the words - Teacher calls some students to read the words aloud T-Ss 16 mins 17 Pair work Task 2:... in the lesson 11 T-Ss mins Homework To review the lesson and prepare for the next lesson - 12 Do exercises in the workbook Think of activities students can at school T-Ss mins UNIT 1: MY NEW SCHOOL