Giáo án tiếng anh lớp 6 theo cv 5512 i learn smart world chuẩn đủ các mục tiêu mới nhất full cả năm

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Date of planning : 03 / /2021 Date of teaching : 06 / 9/ 2021 Period : GIỚI THIỆU CHƯƠNG TRÌNH SÁCH GIÁO KHOA TIẾNG ANH i-Learn Smart World STAGE 1: DESIRED OBJECTIVES A Objectives : - Giới thiệu đặc điểm sách giáo khoa cho học sinh - Hướng dẫn phần nội dung chương trình - Hướng dẫn phương pháp học cho học sinh B Language focus C structional resources Students’ book English , workbook English STAGE – ASSESSMENT EVIDENCE Performance Tasks Performance products - Giới thiệu đặc điểm sách - Students’ answers giáo khoa cho học sinh - Hướng dẫn phần nội dung -Students’ answers chương trình - Hướng dẫn phương pháp học cho học sinh Assessment tools -teacher’s feedback STAGE 3: TEACHING PROCEDURE Activity 1: warm up Time Steps/Activities Warm-up Organization Chatting : • Teacher – -Give some question s for ss to answer : whole class/ + How are you today , class? 5’ individuals + How may students are there in your class ? + Who is the monitor? + What is your name ? 35’ New lesson Introduce the English book in grade I learn smart world • Teacher – - Là chương trình tiếng Anh biên soạn chương whole class/ trình tiếng Anh bậc tiểu học individuals - Quan tâm đến kỹ nghe, nói, đọc, viết Trong trọng phát triển kỹ năng: nghe, nói (Kiểm tra thường xuyên chủ yếu dành cho kỹ nói) - Vào cuối năm học, học sinh cần đạt trình độ tương đương cấp độ A2 Khung tham chiếu châu Âu ngôn ngữ (giai đoạn 1) - Sách giáo khoa Tiếng Anh thiết kế với kênh hình kênh tiếng phong phú, cung cấp kiến thức , kỹ ngôn ngữ , từ vựng , văn phạm, phát âm … giúp học sinh tự tin giao tiếp Tiếng Anh Mỗi đơn vị học có mục tiêu cụ thể với hoạt động học tập đa dạng thiết kế phù hợp với đặc điểm tâm lí lứa tuổi học sinh THCS , giúp tạo động lực hứng thú cho học sinh tham gia học tập - Sách gồm 10 chủ đề : Home , school , Friends , festivals and free time , Around town , community services , Movies , The world around us ,houses in the future , cities around the world Mỗi chủ đề có đơn vị học , ôn tập với hoạt động nhằm rèn luyện kỹ ngôn ngữ , phát triển vốn từ vựng , củng cố nâng cao kiến thức ngữ pháp , tích hợp liên mơn giúp học sinh trau dồi kiến thức kỹ giao tiếp The way how to study English • Teacher -whole Ở trường: class/ - Tập chung nghe giảng, nghiêm túc làm theo yêu cầu individuals thầy, cô - Hăng hái phát biểu ý kiến xây dựng - Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng hội để tập nói tiếng Anh Nói trọng âm, ngữ điệu - Nắm vững vấn đề ngữ pháp học, cấu trúc câu Ghi chép đầy đủ, xác Ở nhà: - Ơn lại học có tiết học lớp • Teacher – - Dựa vào cấu trúc ngữ liệu học để luyện nói tiếng whole class/ Anh bạn individuals - Làm đầy đủ tập sách tập Tìm đọc thêm loại sách tham khảo - Thường xuyên học, củng cố mở rộng vốn từ • Teacher – whole class/ 5’ Nhắc nhở học sinh chuẩn bị sách đầy đủ cho tiết học hơm sau Homework/ self- studying: • Teacher – whole class/ groups Date of preparation: …/…/2021 Date of teaching: …/…/2021 PERIOD 2: UNIT 1: HOME Lesson 1: New words + Listening STAGE 1: DESIRED OBJECTIVES I OBJECTIVES: By the end of this lesson, students will able to : identify different lexical items related to the topic ‘Home” talk about their own house identify realtionship between a boy and a girl and specific information through listening to a boy describing his hometown show their love for family, homes and classmates and have responsibility for doing housework II LANGUAGE FOCUS Key terms/Vocabulary: Lexical items related to the topic ‘Home”: pool, balcony, garage, yard, gym, apartment Key grammatical structures : Present simple tense Useful expression: Excuse me III INSTRUCTIONAL RESOURCES - Textbook: English – Unit – page - Computer - Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools pool, balcony, garage, yard, Observation 1.Number the pictures, listen gym, apartment Answer keys and repeat Short texts Answer keys, Students’ talk and talk about their own house Observation interaction listen to a girl asking a boy Students’ answer question abut his hometown and fill in the blanks answer the questions about what they to make their Students’ talk and interaction house more beautiful Observation Answer keys Tapescript Observation Questions and answers STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization 15’ 10’ 12 Activity 1: Teach new words Use real things and pictures to introduce the new words: New words: pool (n) balcony (n) apartment (n) garage (n) gym (n) yard (n) Have students listen and repeat each new word (chorally – individually) Correct student’s pronunciation if necessary - Have students look at the pictures, and fill in the blanks with words given (exercise a/p 6) Answer: Pool Apartment Gym Balcony Garage Yard Activity :Speaking Pair work - Make example sentences with new words Ask students to work in pairs, talk about their house, using new words (exercise b/p 6) Some pairs present in front of the class Check and correct students’ answers Suggested answer My house has a balcony There’s a small yard in front of my house Activity –Listening Whole class Show the picture of the task, ask students some questions about it (exercise a/p 6) Suggested Q&A: - How many people are there? – Three people - Are they family members? - No - Are they classmates? – Yes Have students work in pairs, read the sentences, guess Pairs work the answers (exercise b/p 6) Ask students to listen and check their guess (listen the 1st time) Ask students to listen again to check their answers Check and correct students’ answer Answer: An apartment bedrooms pool garage -Teacher shows the dialogue, students listen and repeat 7’ Activity 4: Wrap-up & Assignments -Ask students to answer the following question: 1.What have you learnt from this lesson today ? (identify different lexical items related to the topic ‘Home”, talk about talk about their own house,identify the main idea and specific information through listening to a boy describing his hometown ) 2.What you to make your house more beautiful ? (show their love for family, homes and classmates and have responsibility for doing housework ) -Remind students to exercises in the workbook (Unit 1, New words and listening ) and to prepare for the next lesson (Unit 1, Grammar and writing) Whole class Whole class Whole class Date of preparation: …/…/2021 Date of teaching: …/…/2021 Period 3: UNIT 1: HOME LESSON 1.2: Grammar ( Page 7) STAGE – DESIRED OBJECTIVES A OBJECTIVES By the end of this lesson, students will be able to: identify the use of the present simple talk about and write about their homes realize/show the love for their homes develope communication and collaboration skills through pair-work and groupwork activities B LANGUAGE FOCUS Key terms/ Vocabulary - Key terms: review the words (pool, balcony, garage, yard, gym, apartment) - Key grammatical structures: present simple C INSTRUCTIONAL RESOURCES - Textbook: English – Unit – Page - Computer - Projector - Audio files: track - Blackboard STAGE – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.Listen and repeat Students’ pronunciation -Observation 2.Fill in the blanks with the correct Students’ answers -Observation/ form of the verbs Answer keys Look at the table and write Students’ answers -Teacher’s corection Alex’s answers - Observation Practice the conversation with Students’talk/interaction your partner STAGE 3: TEACHING PROCEDURE Ti me Steps/Activities Activity 1: Task 1: Warm-up(Interviewing) Some students talk about their house (homework) 5’ Teacher follows, checks and gives feedback 25’ Task: -Grammar (10’) Teacher shows types of houses, asks students some questions about them (use Yes – No questions) Teacher shows example sentences and elicits the way of using Organization • Teacher – whole class • Teacher – whole class/ individuals present simple tense + - ? Formation I / you / we / they + live (V) He / she / it + lives (V.s/es) I / you / we / they + don’t live He / she / it + doesn’t live Do + you / we / they + live ? Does + He / she / it + live ? Examples I live in an apartment She lives in an apartment They don’t live in a house She doesn’t live in a house Do you live in a house? Does she live in a house? - Teacher gives some sentences, asks students to change them into negative and interrogative (individually) Correct student’s answers if necessary • Teacher/ Activity Fill in with correct verb forms (6’) - Teacher explains the way to task b/p - Some volunteer students show the answers on the board - Teacher checks and corrects Answers: Lives Have Live – lives Doesn’t have Live Have Activity 3: Complete the dialogue (10’) Teacher shows the table, sets the scene of the dialogue Have students practice filling the dialogue (pairs) Have a pair present in front of the class Teacher asks students to use given clues to complete the conversation Suggested answer: No, I don’t Yes, it does No, it doesn’t No, it doesn’t Yes, it does - Whole class/ individuals • Teacher – whole class/ pairs/ individuals Teacher checks and corrects the answers Students practice reading the dialogue in pairs Activity 4: Interviewing Have students use the same format to ask and answer about their own house Some pairs present in front of the class Example: Yes / No Yes / No Yes / No Yes / No Yes / No Wrap-up & Assignments (3 minutes) - Ask students to answer the following question: What did you learn in the lesson today? (identify form and the use of the present simple) Form: • Teacher – whole class/ pairs Be: (+) S + am / is / are + … (-) S + am / is / are + not + … (?) Am / Is / Are + S + … Normal verb: (+) S + V s/es (-) S + don’t / doesn’t + V bare infinitive (?)Do / Does + S + V bare infinitive Usage: to talk about things that are facts or are true What are the core values of the lesson? / What do/ can you learn from the lesson? - Do you love your home? - Asked what should they to make their house more beautiful? (Show their love to their homes by talking about their homes ) Homework Make a table of things that your house has garde n pool garage Yard playgrou nd Gym balcon y Date of preparation: …/…/2021 Date of teaching: …/…/2021 Period UNIT 1: HOME LESSON 1.3: Pronunciation + Speaking ( Page 8) A OBJECTIVES: By the end of this lesson, students will be able to : identify lexical items related to home(review) ask Y/ N questions (present simple) using the correct pronunciation feature and use them to exchange information about their homes build their love for family, homes and classmates by talking about their homes with positive attitude develop communication and creativity skills through pair – work and groupwork activities B LANGUAGE FOCUS Key terms/ Vocabulary - review the words (pool, balcony, garage, yard, gym, apartment) Key grammatical structure(s) Present simple – Y/N questions Do / Does + S + live ? Yes,…do/does / No, … don’t/doesn’t Pronunciation: intonation of Y/N questions C INSTRUCTIONAL RESOURCES - Textbook: English – Unit – Lesson 1.3: Pronunciation+ Speaking - Page - Computer - Projector - Audio files: tracks 6,7 - Blackboard STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Listen to the sentences and Observation Student’s comment focus on the intonation Answer keys Listen and cross out the one Student’s pronunciation/ with the wrong intonation, then Observation speech read the sentences with the Answer keys Student’s answer correct intonation Observation Point, ask and answer Students’ talk/ interaction Questions & answers Add two more words in the Student’s talk/ discussion Observation table, then complete the survey Questions & answers about your home After that, ask friends about theirs Then report to the class about your group STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCE Time 30’ Steps/Activities Organization Activitiy Task 1: Warm-up • Teacher What things does your house have? –whole Some students show the table of their homework, class/ share something about it individuals Other students may ask for more questions if they want Teacher follows and gives feedback, then leads to the • Teacher – new lesson whole class/ Activity 2: Pronunciation (10’) individuals - Teacher shows example sentences to class (affirmative & negative) and asks them to find the differences - Teacher explains the rules, gives more examples to make it clear Ex: I live in an apartment Do you live in an apartment? Ex: There is a yard in my house Is there a yard in your house? - Have students listen and notice the change of the intonation (exercise b/p 8) - Have them listen & repeat - Have students listen and cross out the wrong intonation (exercise c/p 8) • Teacher Further practice: whole class/ - Teacher gives some sentences for students to practice pair work - Some students read loudly Activity 3: Practice – Point, ask and answer (10’) Task 1: Ask & answer Use real things and pictures to review the words: (apartment, garage, yard, pool, …………………) Teacher asks some students as model Have students practice in pairs, asking and answering Yes – No questions Example: Do you live in an apartment? – Yes, I …………… Bangkok is more exciting than London 25’ New lesson Activities 2: Grammar: Comparative and superlative adjectives Task 1: Listen and repeat - Have Ss look at the picture - Play audio (CD1 – Track 57) and have Ss listen and read the speech bubbles - Play audio again and have Ss listen and repeat Grammar box - Have Ss look at the grammar explanation - Have ss look at the table - Have some students read the comparative and superlative adjectives aloud Task 2: Fill in the blanks - Demonstrate the activity using the example - Have students fill in the blanks - Have pairs check each other’s work - Have some students share their answers with the class Answer key: more exciting the oldest cheaper the cheapest the most expensive the most boring more peaceful more crowded noisier 10 the noisiest Task 3: Fill in the blanks - Demonstrate the activity using the example - Have students fill in the blanks - Have pairs check each other’s work - Have some students share their answers with the class Answer key: bigger the most crowded more peaceful coldes more modern Task 4: Practice -Divide the class into pairs - Have students compare their city with another city - Have students share the sentences with their partner class • Teacher – whole class/ individual s/ pairwork • Teacher/ Whole class/ groupwor k • Teacher – whole class/ pairs • Teacher – whole class/ individuals - Have some students share their ideas with the class 5’ Activity 3: Wrap-up & Assignments • Teacher – - Ask students to answer the following question whole + What did you learn from the lesson today? class/ (identify and use comparative and superlative adjectives ) individual - Have students practice comparing the city they live with s another city, use their own ideas - Some pairs share their ideas in front of the class • Students - Remind students to exercises in the workbook and to in groups prepare for the next lesson (Pronunciation and Practice on page 83) ************************** Date of planning: Date of teaching: Period:99 UNIT 10: Cities around the world Lesson - Part (Page 83) – Pronunciation & Speaking STAGE 1: DESIRED OBJECTIVES A OBJECTIVES By the end of the lesson, Ss will be able to: - identify word stress with words ending in “er” - practise word stress with words in dialogue and students’ own ideas - identify general information of the places through asking and answering - identify the differencebetween the places and choose a favourite one B LANGUAGE FOCUS Key terms/ Vocabulary: Vocabulary: review words of describing adjectives Structure: prononciation : sound changes C INSTRUCTIONAL RESOURCES - Textbook: English – Unit 10 – Page 83 - Computer - Projector - Video - Audio track 58,59 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Listen and practice the word stress Student’s answer Practise the conversation Students’ answer Assessment tools Observation Questions & answers Observation Answer keys Ask questions to find out more information about two places Students’ answer 4.Compare two places and decide where to Students’ answer go Student’s talk STAGE 3: LEARNING EXPERIENCE Time Steps/Activities Activity 1: Warm-up What is noisier? - Teacher asks students to make comparison (homework) - Teacher picks and shows some examples that relate to the theme of the lesson C What is noisier, Ho Chi Minh City or Hanoi? 5’ D Ho Chi Minh City is noisier than Hanoi - Teacher underlines the words, focuses students on words stress (noisy – noisier) Have students read all the words loudly - Teacher lets students listen to the model sentences, compare the sound to see how they change 25’ New lesson Activity 2: Pronunciation (5’) - Teacher shows anexample to theclass, speaks louder for students to recognize the difference (noisy – noisier: the stress unchanged) - Teacher gives more explanation, gives more examples to make it clear - Have students listen and repeat, focus on the underlined words: not change the stressed positions when ending “er” (b/p 83) - Have students listen and cross out the one with the wrong words stressed (c/p 83) Further practice: - Teacher gives more examples for students to practice Example: Friendly – friendlier Lazy – lazier Early - earlier - Some students say again - Students practice reading the words in pairs, pay attention to the stressed syllable - Ask teacher for help if necessary Activity 2: Practice – Reading the conversation (10’) Task 1: Role play to read the conversation - Have students look at their books, play role and read the conversation - Teacher asks a pair of students to read aloud Observation Answer keys Observation Peer correction Organization • Teacher – whole class • Students in groups • Students in class • Teacher – whole class/ individual s/ pairwork • Teacher/ Whole class/ groupwor k 5’ - Teacher underlines some words, has another pair replaces them with words given - modeling - Have students practice in pairs, ask and answer about the food and drink they want to, swap the roles and repeat Example: • Teacher – - Da Nang – Cairo whole - London – Tokyo class/ - Hot – cold / hotter – colder pairs - ……………………………………… - Some pairs present in front of the class - Correct student’s pronunciation if necessary Task 2: Make the same conversation, use their own ideas • Teacher – - Have students practice in pairs, play role of a waiter and a whole class/ customer, practice ordering the food and drink (exercise individuals b/p 83) - Some students present in front of the class - Teacher checks, corrects or gives feedback Activity 3: Speaking Task 1: Discussion -Explain the situation in part a – speaking -Have students work in groups of to ask and answer questions - Group work about the places: Bali and New York city Ex: What’s the weather like in Bali? What can we there? What interesting places can we see? How much is breakfast? What about the hotel prices? Task 2: Compare the two places and decide where to go - Have students consider the difference between the places and choose the better one to go Activity 4: Wrap-up & Assignments • Teacher – - Ask students to answer the following question whole + What did you learn from the lesson today? class/ (word stress with adjectives ending “–er”and contrast the individual difference between two cities by using the comparative ) s + What would you if you were planning a vacation? - (Have students work in groups of three (students A, B and • Teacher – C), make their own plan, then talk about it before class.) Students - Remind students to exercises in the workbook and prepare in groups for the next lesson (Lesson 3- part 1- on page 84) ************************** Date of planning: Date of teaching: Period:100 UNIT10: CITIES AROUND THE WORLD LESSON 3.1: New words + Listening(page: 84) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A OBJECTIVES: By the end of the lesson, students will be able to: - Identify lexical items relating to cities around the world, using somes adjectives to describle places - Talk about a place they using somes adjectives to describle places - Identify main ideas through listening - Identify specific information through listening and choose the correct answer B LANGUAGE FOCUS Vocabulary: review adjectives to describe Structure: comparative and superlative C INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English – Unit 10 – page 84 - Computer,TV STAGE – ASSESSMENT EVIDENCE Performance Tasks Performance products Students’ answers Fill in the blanks with words given Talk about the place you know, use the words in task A Listen to two students talking about some cities and circle the correct answer 4.Listen and tick True - False Assessment tools T’s Observation Students’ discussion T’s Observation & Feedback Students’ answers T’s Observation Students’ answers Observing Selfassessment STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization Activity 1: Teacher – whole Task 1: warm up 5’ class - Teacher shows four pictures / words of adjectives each time, 25’ students have to find and odd out the one that not belong to the group Students in - Teacher gets answers from student, asks for more explanation groups - Teacher and the whole class check and correct Example: Polluted – clean – pure – expensive Big – height - small – long Building – high – modern – crowded Task 2: Fill in the blanks Teacher – whole - Teacher uses pictures or definition to review words class/ - Have student fill in the blanks with words given (individually) (a/p 84) Answer: clean crowded cheap 10 temperature 11 expensive 12 polluted - Have students listen and repeat (chorally – individually) - Teacher checks and corrects the pronunciation if necessary Activity 2: Speaking - Have students work in pairs, talk about the place you know, use the words in task A - Some students share their ideas to class 5’ Activity 3: Listening Activity 4: Wrap-up & Assignments Game: Confronting - Divide class into two teams, talk about the same topic each time in which they give ideas on one point (same or different) - Which team has more persuasive ideas wins the game Example: - Turn 1: city - country - Turn 2: traditional food – fast food - Turn 3: indoor games – outdoor games - Some students from groups volunteer to share something about the food in front of the class - Remind students to exercises in the workbook and prepare for the next lesson ( Lesson 3- part 2: Reading+ Speaking+ Writing(page: 85) individuals/ pairwork Teacher – Students in groups ************************** Date of planning: Date of teaching: Period: 101 UNIT10: CITIES AROUND THE WORLD LESSON 3.2: Reading+ Speaking+ Writing(page: 85) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A OBJECTIVES: By the end of the lesson, students will be able to: - Identify the information about an article about Ha Noi capital - Identify specific information in details about Ha Noi - Identify the differnces between two cities then make comparence with your city - Write about the city you know B LANGUAGE FOCUS Vocabulary: review words relate to the topic of the lesson Structure: comparative - superlative C INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English – Unit 10 – page 85 - Computer,TV STAGE – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Students’ answers Observing Read through the text quickly and choose the best headline Read and answer the questions Students’ interaction T’s Observation Look at the table and compare your city with one of these cities Write a paragraph about Seoul (or another city you like) Students’ discussion Observing Students’ writing paper T’s Observation - group assessment STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization 5’ Activity 1: Warm up - Teacher shows some pictures of things, students look and make Teacher – whole comparison class - Teacher shares some information about these places - Other students can make questions if they want Students in groups Students in class BIG 25’ SHORT OLD INTERESTING Activity 2: Reading Task 1: Read through the text quickly and choose the best headline - Teacher shows pictures to provide some basic information of Ha Noi - Let students read through the text quickly and choose the best headline Answer: Task 2: Read and answer the questions - Have students read again and answer the questions (pairs work – exercise b/p 85) - Teacher gets the answers from students Answer: 18 Over million people 19 From Sep to Nov 20 Traditional Vietnamese and French buildings around the capital 21 No - Teacher checks and gives feedback Activity 3: Speaking Look at the table and compare your city with one of these cities - Teacher asks students to compare cities around the world, use the information in the table (a/p 85) - Have students work in groups Each group chooses two cities to talk about - Compare your city with one of these cities Teacher – whole class/ individuals/ Teacher/ Whole class/ groupwork Teacher – whole class/ groups Activity 4:Wrap-up & Assignments 5’ Teacher – whole class/ groups - Students look at the information in the table and make full sentences about Seoul - Teacher may show pictures (or clip) to illustrate the speaking - Remind students to exercises in the workbook and to prepare for the next lesson (Review ) ************************** Date of planning: Date of teaching: Period: 102 UNIT10: CITIES AROUND THE WORLD Review (page 104 - 105) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A OBJECTIVES: By the end of the lesson Ss will be able to Identify percific information in short coversation and short answer 2.Identify specific inormation throught the email Recognize lexcical iterms relating to feature and landmarks in cities fomous for around the world 4.Use the comparatives to make sentences about landmarks in the cities around the world Identify /θ/ sound in words B LANGUAGE FOCUS Vocabulary : words relate to describe citiies peaceful, noisy, crowded, modern…… Structures: comparatives and superlatives adjectives Pronunciation and vocabulary C.INSTRUCTION RESOURCES : Students”s book English unit 10 page 104- 105 , teacher” book , CD, computer,T.V, Black board, Projector/ interactives STAGE – ASSESSMENT EVIDENCE Performance tasks Listen to short coversation and choose the best answer 2.Read the email Write one word for each blank Performance products Students’ answer Assessement tools Teacher corrects Students “ answer Observation Question & answer :Fill in the blank with the words from the unit The first letter is already there Students’ answer Teacher corrects Students’ answer Students’ answer Teacher corrects 4:Unscramble the sentences 5:Circle the world that has underlined part pronounced differently from the others Students’ answer Observations Peer correction STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization 5’ Activity 1: A: Listening Teacher – whole - Have students add more words if they can class - Students listen to five conversations, for each question, choose the best answer Students in Answer: groups 14 B 15 B Students in class 16 A 17 C 18 C - Teacher may give students more information or explanation to make it clear 25’ Activity B-Reading.(10’) Read the email, fill in missing words in blanks - Teacher asks students some questions about the email (who writes the email? She writes the email to…………… ) - Students work in pairs, fill in the blanks with words given - Some students give the answers - Teacher checks and gives feedback Answer: 10 for 11 and 12 than 13 lots 14 is 15 to -Teacher asks students to give explanation for each answer Activity 3: C-Vocabulary (10’) Gaps filling: - Teacher shows pictures to review places to live or to visit as well as some adjectives to describe it (Apartment, opera house, boat, peaceful, crowded, ……… ) - Have students work in pairs, read and complete the open spaces in the sentences - Teacher checks and corrects - Class follows, gives questions if necessary Answer: Opera house Palace Boat/bridge Crowded Peaceful Temperature Clean Activity 4: D,Grammar (10’) unscramble the sentences - Teacher asks students to look at their book, explains how to the task - Students work in groups (2 sentences per group), rearrange the words to make complete sentences - Groups exchange the answer with each other to cross check - Teacher shows the answers Teacher – whole class/ individuals/ pairwork Teacher/ Whole class/ groupwork Teacher – whole class/ individuals • Teacher/ Whole class/ groupwork • Teacher – whole class/ individuals Answers: 10 I think Moscow is more polluted than London 11 This article says Singapore is the most expensive city in the world 12 New York has more museums than Mexico City Activity Task1: Pronunciation - Teacher shows an example sentence on the board, students read, then choose the different sound Example: A thing B this C thank D think Answer: B - Students work in pairs, complete the task as directed - Some students give the answers Teacher checks and corrects 5’ • Teacher – whole class/ individuals Task2:Wrap-up & Assignments • Teacher – - Ask Students to answer the following questions + What did you learn from the lesson today? whole class/ (Identify and use comparative and superlative adjectives to make individuals sentences about landmarks in the cities around the world) + What are the core values of the lesson? - Students answer then teacher gives feedback - Remind students to exercises in the workbook and prepare for the next lesson ************************** Date of planning: Date of teaching: Period: 103 Review for the 2nd term exam STAGE 1: DESIRED OBJECTIVES A OBJECTIVES By the end of lesson, Ss will be able to: 1.Practice to use vocabularies related to the topics that Ss have in Unit 6-10 by doing exercises Practice to use the target language related to the topics that Ss have in Unit -10 to improve skills Help Ss to recall the language and encourage them to contribute as much as possible Increasing student’s hard work, science awareness, self- study, pass the final exam of the second term in the best way B LANGUAGE FOCUS Key terms/ Vocabulary -Unit 6(Community services): items about community services (police station, library, ) - Unit (Movies): the lexical items related to kind of film (action, comedy, drama, …) - Unit (The World around Us): items about outdoor activities (canyon, hiking, kayakin…) - Unit (Houses in the future): eco- friendly, earthscraper, astronaunt, float, etc - Unit 10 (Cities around the World):items about places in the city ( statue, museum, palace, tower, opera house, …) Key grammatical structure Review: -Use the present simple tense in the structures (Unit 6): • Where is the …………….? • The ………………… is on/ opposite/ near/next to … - Past simple with “to be” (Unit 7) - Modals verb (Unit 8): should, can, do, - Future simple (Unit 9): S+ will (not)+ V… - Comparative and superlative adjectives (Unit 10) C INSTRUCTIONAL RESOURCES - Textbook: English - Computer - Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.Work in groups to match the words Observation Student’s answer with the descriptions Question & answers Practice pronouncing the Student’s Observation sounds /z/ and stress the first pronunciation/ speech Feedback syllable for most gerunds Student’s answer 3.Work in groups and review the Students’ interaction/ Observation exercises talk Answer keys 4.Work in group to look at the text Observation and answer the question to indentify Student’s answer Answer keys the kind of the text: email or letter 5.Show their positive attitude and Students’ interaction/ Observation responsibility towards each lesson talk Question & answers STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCE Activity 1: Vocabulary Task 1:Checking (p.46) - Teacher lets students look at the pictures, and fill in the blanks with words given - Listen again to check the answers Answer: Train station Library Hospital Police station Post office Bus station Task 2: Match the words with descriptions (p.99) -After reviewing vocabulary, ask students to work in groups to match the words with the descriptions - Teacher corrects the answers Answer keys: horror 2.comedy Science fiction sad 5.exciting Soldiers 7.general Activity 2: Pronounciation Task 1:Choose the word that is pronounced differently from the others: -Have Ss distinguish the sound /z/ and / s/ - Call Ss to give answers, pronounce the words again - Give feedback, correct Ss’ pronunciation if necessary A.trains B.stamps C.mans D.closes A.buses B.boxes C.eats D.watches A.caps B.bags C.stops D.wants A.exists B.claims C.warns D.lives A.hopes B.looks C.cuts D.stays A.meets B.shops C.trucks D.goods Answer keys: B 4.A C 5.D B 6.D Task 2: Circle the word that has the underlined part pronounced differently from the others (b/p.103) - Have students listen and say again - Teacher corrects student’s pronunciation if necessary Answer keys: A B 6.C Activity 3: Grammar Task 1: Write the correct past simple tense of Tobe -Ask some pair to present their work to the class - Explain the use of the Past Simple with “to be”: We use the Past Simple to talk about completed events, states, or actions Ex : How was the movie? It was terrible I He/She/It was wasn't (was not) happy You were We sad weren't (were not) They -Correct the mistakes Mom and Dad …………….(not be) at home yesterday They ………… (be) at the hospital The weather……………… (be) nice It …………… (not be) windy and rainy ……… (be) he free all day yesterday? When ……………… (be) you born? He………… (not be) at school He was at home Were you busy yesterday? Yes, I…………… Answer keys: 1.weren’t; were was;wasn’t Was were Wasn’t 6.was Task 2:Fill in the blanks with suitable auxiliary verbs - Review sentence structure:S+ modal verbs+ V…… - Students work in four groups, each group has two sentences to complete - Groups give the answer; Teacher checks and gives feedback Can – may – must – should – ought to – might – will – couldn’t You ……………………… tell me the truth for your own good I ……………………… find my shoes anywhere We ……………………… arrive on time or else we will be in trouble 4.He ……………………… shoot the basketball at the rim 5.……………………… you let me know the time? They ……………………… not be trustworthy enough Answer keys: 1.should can couldn’t May ought to might Activity 4: Reading Task 1: Read the text and choose the correct answer (p.98) - Explain the way to the task - Ask students to work in groups to complete the task, referring back to the text if necessary Answer keys: C1 B2 B3 C4 A Activity 5: Wrap-up & Assignments - Ask students to answer the following question: What did you learn from the lesson today? (review vocabulary, pronunciation, structure and other skills) What are the core values of the lesson? (increase self-study, promote their ability and confidently pass the final exam of the second term) - Remind students to exercises in the workbook and to prepare for the the 2nd term exam ************************** Date of planning: Date of teaching: Period: 104+105 KIỂM TRA CUỐI KỲ II ... keys I like history, I. T and physics I don’t like art or music I like literature and biology I don’t like P.E, geography or physics I like music, literature, and art Activity : Chain game : writing... physics , biology Key grammatical structure(s): - Structure : prononciation: I like history, science, and history I like it / It’s OK/ I dont like it Structures: What subjects you like ? I like... activities which they have taken part in 3.Identify the main idea and specific information through skimming and scanning passage about Danliver High school 4.Love their school through talking