Giáo án tiếng anh 6, soạn cv 5512

Period 55 UNIT 7: TELEVISION Lesson 1: Getting started I OBJECTIVES: By the end of the lesson, students can: - Ask and answer some questions about contents of the conservation and describe the character (Mr.Bean, Tom, Jerry) - Ask an talk about favorite TV programmes Knowledge: a Vocabulary: - programme, channel, cartoon, cool, popular, schedule, educational, entertaining, national b Grammar: - Conjunctions (but, and, because …) - Question words (where, who, why…) Competences: groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching TV, and choose the best programme for yourself II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To attract Ss’ attention to the lesson and lead in the lesson T asks students to answer the questions related to TV programme Ss answer some questions which the teacher gives * Questions - What are you doing to tonight/tomorrow/ on the weekend? - Do you like watching TV? - What programs you like? - Do you like watching cartoon: “Tom and Jerry” … Presentation Aim: Students can practice the dialouge and answer the question part a) and describe the character (Mr.Bean, Tom, Jerry) Listen and read T lets students listen to the tape and read the dialouge and act out Ss listen and practice the dialouge in pairs T elicits words from Ss Ss read and copy and remember * Vocabulary - programme: chương trình - channel: kênh - cartoon: phim hoạt hình - cool: dễ thương - popular : phổ biến - schedule: lịch,thời gian biểu chương trình - educational: mang tính giáo dục T asks students to read again and answer the questions part a) in pairs Ss answer the questions part a) in pairs - entertaining : giải trí - national: thuộc quốc gia T calls some students go to the board and write the answers and correct Ss write the answers on the board T asks students to find the adjectives describing each character in the conversation (Mr.Bean, Tom, Jerry) Ss exercise b) individually a Answer the questions It is Laughing out Loud VTV3 No, they aren’t T calls some students go to the board and write the answers and correct Because he is awful Ss write the answer on the board b Describe Mr Bean: funny, awful Tom: stupid, funny Jerry: intelligent Practice Aim: Ss can know some programs on TV T asks students to match the pictures with the programs in the TV (using the cards and pictures) Ss individually and then go to the board and match T lets then read the programs in the TV Ss read in chorus T asks them to use suitable words to complete the sentences Put the correct word in the box under each picture national television news programme local television Ss complete the sentences in pairs comedy T calls some students go to the board and write the answers and correct game show animal programme Ss write the answer on the board Use suitable words to complete the sentences National comedy channels 4.compatition cartoons educational Further Practice Aim: Ss will apply in real life and talk about things they like about television and things they don’t like about it T asks students to practice in pairs talk about things you like about television and things you don’t like about it Eg: Like: + I like cartoon because it makes me laugh Ss practice in pairs I like the weather forecast because it is boring - Dislike: … Guides for homework - Write things you like about television and things you don’t like about it - Learn the new words and structures by heart - Prepare the lesson: Unit 7: A closer look Period 56 UNIT 7: TELEVISION Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, students can talk about favorite TV programmes Knowledge: a Vocabulary: - viewer, weatherman, newsreader, schedule, remote control, announce, button b Grammar: Structure for description, Wh – questions c Pronunciation: Pronounce correctly the sounds /ө / and / ð/ in isolation and in context Competences: groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching TV, and choose the best programme for yourself II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Write the vocabulary words - Talk things you like about television and things you don’t like about it New lesson: Teacher’s and students’ activities Contents Warm up Aim: To attract Ss’ attention to the lesson and review some programs on TV T asks students to talk about some programs which they like watch Eg: Ss talk about some programs which they like watch news programme national television local television comedy game show animal programme … Presentation Aim: Ss can know to use some new words to describe about the topic “television” I Vocabulary T asks students to look at the pictures and match Listen and write Ss look at the pictures and match individually T lets them listen and check your answer and repeat the words Ss listen, check your answer and repeat the words T writes the vocabularies on the board Ss copy, read and remember * New words - viewer: người xem - weatherman(n): người thông báo tin thời tiết - newsreader: người đọc tin đài, truyền hình - schedule: chương trình, lịch trình - remote control: điều khiển từ xa - announce: thông báo - button Practice Aim: Ss can describe about the topic “television”Pronounce correctly the sounds /ө / and / ð/ in isolation and in context T asks student to choose a word from the box for each description Choose a word from the box for each description Ss exercise individually weatherman T calls some students go to the board and write the answers and correct newsreader Ss write the answer on the board Mc T corrects volume button remote control TV viewer T explains how to pronounce sound ө / and / ð/ T plays the recording; Ss listen and repeat the words they hear II Prununciation Listen and repeat the words T asks students to listen to the words and put them into two groups Ss listen to the words and put them into two groups Which words have sound /ð/ and which words have sound /θ/ T corrects and remarks ө T plays the recording; Ss listen and repeat the words they hear / ð/ Theatre There Earth Neither Both Than Thanksgiving Them Anything Weatherman though feather Listen and practice Futher practice Aim: Ss can use more adjectives to describe a person or a thing + Groupwork Game: What is it? - Divide the class into groups - Time: 3minutes * Suggested structure for description - Each group chooses two words from the list below and work out a description - A person who _ - The group take turns reading the descriptions aloud - The other groups try to guess what word it is - A programme which _ - It _ Eg: S1: A person who reads the news on TV S2: a newsreader - The group with the most correct answers wins Guides for homework - Learn the new words by heart and read again the sounds /ө / and / ð/ - Prepare the lesson: Unit 7: A closer look Period 57 UNIT 7: TELEVISION Lesson 3: A closer look I OBJECTIVES: By the end of the lesson, ss will be able to use conjunctions (and, but, because ) and question words (where, who, why ) Knowledge: a Vocabulary: The lexical items related to the topic “television” b Grammar: Use conjunctions (but, and, because …) and question words (where, who, why) Competences: groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching TV, and choose the best programme for yourself II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: Write the vocabulary words - Talk things you like about television and things you don’t like about it New lesson: Teacher’s and students’ activities Contents Warm up Aim: To attract Ss’ attention to the lesson and lead in the lesson + Play game: Guess words T calls one student go to the board and read a description aloud The other students try to guess what word it is (Talk about sentences.) If he works well, he will get good mark Eg: - A person who reads the news on TV -> a newsreader Presentation Aim: Help S know how to use question words and use conjunctions T asks some questions Grammar: Wh- questions - How often you watch TV? - What programs you watch? - Where you watch TV? - Who you watch TV with? … Ss answer T guides the way to ask and answer question word Ss listen and copy Conjunctions: but/ and/ so/ because/ although are used to connect words and ideas T explains the way to use the conjunctions Eg: I am tired, so I go to bed early Ss listen and remember Practice Aim: Ss can understand question word well and use conjunctions to exercise T asks students to use the question word to complete the conversations Ss complete the conversations in pairs and the listen and check and read the conversations in pairs Question word - What - How - When T asks students to use the question word to complete the conversations … Ss complete the conversations in pairs and read the conversations in pairs How often; what Complete sentences Who When; Where Ss work in pairs to combine sentences, using conjunctions Complete the sentences Answer key T calls some students go to the board and write the answers and correct and Ss write the answer on the board Although but because T asks students to match so Ss read sentences carefully and match Match the beginning and the ending Watching too much TV is not good because it hurts your eyes T calls some Ss to the board and write the answers and correct I will get up early tomorrow, so I can be at the stadium in time Sometimes we read books and sometime we play sports My little brother can color a picture but he cannot draw Although Ann preferred going out, she stayed at home Further practice Aim: Students can know the way to use conjunctions + Groupwork Complete the conversation - Divide the class into two teams Answer key - Each team makes a question using 10 - Ss work individually, compare the answers before discussing them as a class Writing * While- writing: T asks Ss to write their paragraph individually based on the suggestions in the book T asks one student to write the paragraph on the board Other Ss and teacher give comments on the paragraph on the board - Write a paragraph to support the idea that robots will be very useful in the future - Ss may refer to the paragraph in and the reading in Skills for useful language and ideas T collects some writing to correct at home * Production T checks the writing of students T repeats some important structures when writing about robots Further practice Aim: Ss can talk about the idea that robots will be very useful in the future T asks Ss to talk about the idea that robots will be very useful in the future Ss talk T corrects and remarks Eg: I agree with the idea that in the future robots will be very useful to us There are many types of robots These robots can many things Firstly, at home, home robots can all of our housework Secondly, in education teaching robots can help children their homework Also, in medicine , doctors robots will be able to help sick people Finally, robots will be able to all dangerous work for us For these reasons, I think that robots will be 153 useful in our future Guides for homework - Prepare for the next lesson: Unit 12- Looking back & Project - Review will/won’t be able to, can, could Period 100 UNIT 12: Robots Lesson 7: Looking back + Project I OBJECTIVES: By the end of the lesson, students can: - Revise and make the use of all the target knowledges in unit 12 Knowledge: a Vocabulary: the items related to the topic "Robots" b Grammar: Can/ could/ will be able to Competences: groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Students will be more responsible for and think for the better future II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up 154 Aim: Sts remember what robots will be able to in the future T asks some questions - What you to help your parents? - How you feel when you the housework? - Do you want to have a robot? - What will robots be able to in the future? … T introduces the lesson Vocabulary Aim: Ss can review some vocabularies related to topic “Robots” and exercise I Vocabulary: T asks Ss to exercise 1) Write the correct words to complete the phrase Ss work individually to exercises *Keys T calls some Ss go to the board and write the answer and corrects cut lift tea laundry T asks Ss to exercise 2) Ss work individually to exercises T calls some Ss read the answer and corrects Fill the gaps with the verbs from the box guard guard make make understand understand recognise 155 Grammar Aim: Ss can review structure about will/won’t be able to, can, could and exercises T retells the structure with “will be able to” and “won’t be able to” II Grammar Ss listen and copy (-) S + won’t be able to + V T asks some students to give examples (?) Will + S be able to + V? (+) S + will be able to + V Yes, I will No, I won’t Eg: T asks Ss individually to the exercise Ss work individually to exercises T calls some Ss read the answer and corrects Gap fill will be able to won’t be able to will be able to Will be able to T retells the structure with “can” and “could” won’t be able to Ss listen and copy (+) S + can/ could + V T asks some students to give examples (?) Can/ Could + S + V ? Yes, I can/ No, I can’t Yes, I could/ No, I couldn’t T asks Ss to the exercise individually Check the answers with their partners T checks with the whole class 4.Make questions with these words robots/ Will/ make coffee/ be able to/ in the future/? ride a bike/ Could he/ in Year 6/ when he was/? you/ Can/ the dishes/? 4.you/ swim/ Could/ when/ were/ you/ ten/? T asks Ss to practice in pairs Can/ride/you/motorbike/a/? 156 Ss work in pairs * Keys Will robots be able to make coffee in the future? Could he ride a bike when he was in Year 6? Can you the dishes? Could you swim when you were ten? T asks each student to write sentences what they could do, what they can now, and what you will be able to after they finish Year Can you ride a mortobike? Teacher goes around helping weaker Ss - I could swim when I was 10 + Groupwork - I can speak English better now - Divided the class into three teams Write sentences - I can ride a bike now - Each number in each group go to the board and write sentences - Time: minutes - Team which has many right sentences win III Communication Activity 1- c 2- d 3- a 4- b Project Aim: Ss will able to use the questions and their imaginations - Have Ss read the questions and answers once or twice - Ask Ss to the exercise individually then compare in pairs *Project: My future appliance I will have a robot It will help me take care of the flowers in the garden (Ss may this at home) Guides for homework 157 - Learn by heart Vocabulary - Prepare for the next lesson: Review Period 101: REVIEW - LANGUAGE I OBJECTIVES: By the end of the lesson, students can: - Review the language they have studied and the skills they have practiced Knowledge: a Vocabulary: Review b Grammar: Condition sentence type and can/ could/ will be able to Competences: groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Students will be more responsible for and think for the better future II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class T asks some questions Do you want to have a robot? What will your robot be able to do? Ss answer the questions 158 Pronunciation Aim: Ss can review how to pronounce they have learnt from unit to unit 12 - Ss work individually * Activity - T plays the recording Ss listen and check Which underlined sound is pronounced differently in each group? - Ss this task separately and share their answers later with a partner 1- A 2- C 3- B 4- A 5- A - T checks with whole class - Ask Ss to this exercise individually - T quickly checks students’ answers Vocabulary Aim: Review the vocabulary they have studied and the skills they have practiced - Ss this task separately and share their answers later with a partner * Activity 2: - T checks with whole class Deforestation - Ask Ss to this exercise individually Air - T quickly checks students’ answers noise soil - T elicits from Ss the form and the use of will for future prediction - Call a student to the exercise on the board while other students it * Activity 3: recognise guards make Grammar Aim: Ss can review the structures they have studied and exercises - T elicits from Ss the form and the use of conditional sentence type Ss this task separately and share their answers later with a partner - T checks with whole class Activity 4: will be will use won’t be won’t need will bring 159 Activity 5: - T elicits from Ss the form and the use of might Ask Ss to tell the differences between the use of will and might - Call a student to the exercise on the board while other students it If we continue to pollute the air, we will have breathing problems If we (can) prevent deforestation, we will help animals and the planet If we recycle more, we will save a lot of materials * Production - Ss this task in pairs Activity 6: - T checks with whole class might meet will leave - Ask some pairs to act out the short conversations will go might visit might go Activity a c B Guides for homework - Prepare for the next lesson: Review (Skills) Write about what you should to improve the environment Period 102: REVIEW - SKILLS I OBJECTIVES: By the end of the lesson, students can: - Review the language they have studied and the skills they have practiced Knowledge: a Vocabulary: Review b Grammar: Condition sentence type and can/ could/ will be able to Competences: groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence 160 Qualities: Students will be more responsible for and think for the better future II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents 1.Warm up Aim: To warm up the class Home robots - Ask students to name some kinds of robots doctor robots, teaching robots, space robots, worker robots Skills Aim: Review the skills they have practiced A Reading Ss individually and check their answers with a partner before giving their answers to T T confirms the correct answers * Ex 1+2 (individual) - T checks Ss’s answers Ex1: 1-A 2-B 3-C 4-D Ex2: 1-A 2-B 3-A 4-A KEY: B Speaking: - Have Ss work in pairs, discussing the questions in - T goes around to help weaker Ss *Ex3 Work in pairs You are going to design your future house Discuss the questions 161 - Have Ss work in groups taking turns to describe their future house and try to persuade their group members to live in it - Ask each group to choose the student who has the best future house *Ex4: Work in groups Take turns describing your future house and try to persuade your group members to live in it Who has the best future house in your group? My future house is C Listening: - T plays the recording once for Ss to listen Play the recording again for Ss to write down their answers Announce the answers to Ss - Set up the writing activity T reminds Ss that the first most important thing is always to think about what they are going to write In this case, Ss may use the ideas given in or their own ideas - Teacher brainstorms with Ss for the language necessary for writing and note some useful expressions and language on the board * Production 6 D Writing: Write about what you should to improve the environment Use the ideas from or your own ideas I think we can many things to improve the environment around us Firstly, we should recycle more rubbish such as glass, paper, and plastic; Next, we should pick up rubbish in parks or in the street Then, we can use reusable bags instead of plastic bags Finally, we should save energy We can turn off lights and TVs when we are not using them - Have Ss write the draft first, and then ask them to write their final version in class or at home Guides for homework - Review Conditional sentence type - Review Can/ could/ will be able to - Prepare for the next lesson: Review for the second test 162 Period 103: REVISION FOR THE SECOND TERM TEST I OBJECTIVES: Knowledge: a Vocabulary: the items related to the topic "Our greener world" b Grammar: + Word questions + The past simple + The present perfect tense + The present simple + Conditional sentence – Type 163 Competences: groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Students aware of preparing the test II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class T asks students to talk about house using the words In the city/ country Ss look at the words and talk about house Big/ small Large has many rooms Our hous e new/old modern comfortable furnished Pronunciation Aim: Help students to some exercises in part pronunciation T guides students to read the word which has a different sound in the part underlined T asks Ss to exercise A (unit 10,11) in exercise’s book Vocabulary 164 Aim: Students can review some words to describe the pollution and describe the house T asks students to read and write words to describe the pollution (unit 11) and describe the house Ss read the words T asks Ss to part vocabulary in unit 10, 11 in exercise’s book Ss exercise individually T corrects Grammar Aim: Help students some exercises in part conditional sentences – type in exercise’s book, the future simple: will, might T revises the use and form of the first conditional sentences * Conditional sentence type * The use: describes a thing which is possible and likely to happen at present or in the future * The form: If + S + V ( present simple), S + will/ won’t + V ( infi) Eg: If you use less paper, you will save a lot of trees Will for future T asks them to retell the future simple: will, might We used will + V to talk about actions we think are likely to happen in the future Ex: Robots will cook the meals Robots won’t take care of children Might for future possibility - We use might + V to talk about actions that are possible in the future (We are not 165 sure if they will happen or not) Ex: I might have a smart phone to surf the Internet T asks them to some erxercise in exercise’s book in unit 10,11 Guides for homework - T retells the conditional sentences – type 1, the future simple: will, might - Prepare for the test Period 104: THE SECOND SEMESTER EXAMINATION (Đề đáp án Phòng GD & ĐT ra) 166 167 ... thương - popular : phổ biến - schedule: lịch,thời gian biểu chương trình - educational: mang tính giáo dục T asks students to read again and answer the questions part a) in pairs Ss answer the questions... cổ - squirrel: sóc - spotted: lốm đốm Ss copy and read in chorus and individually - compare: so sánh - habit: thói quen - comment: bình luận Practice Aim: Ss will be able to listen and tick the... (n): = Job - regard : quan tâm đến - professional : Huấn luyện viên - goal : khung thành - hero : anh hùng - national : Quốc gia Practice Aim: Ss can read the famous sports people and answer the