Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Unit 6: Ourt Tet holiday - Trường THCS Nguyễn Chuyên Mỹ

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Unit 6: Ourt Tet holiday - Trường THCS Nguyễn Chuyên Mỹ

1. UNIT 6 OUR TET HOLIDAY Lesson 1:Getting Started (HAPPY NEW YEAR!) p.58-59 Week 14 Period: 42 Lesson 7: Looking back & project p.46-47 Class Date of teaching Attendance 6A 8/12/2022 6B 10/12/2022 6C 8/12/2022 6D 10/12/2022 6E 8/12/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: celebrate, clean, decorate, gathering, get, lucky money, break, peach flowers * Pronunciation: - Pronounce the key words correctly: celebrate, clean, decorate, gathering, get, lucky money, break, peach flowers * Grammar: - Use modal verb : should/ shouldn’t for advice - Use some/any for amount 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for specific information about New Year's practices; - talk about what children should / shouldn't do at Tet; 3. Qualities: - To educate the love and preservation of traditional customs and traditions Having a good behavior toward the adult and the elderly people on Tet holiday. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: - To create a friendly and atmosphere in the class before the lesson;
2. - To lead into the unit 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Ss on the class activities. - Having a chance to speak English and focus on the topic of the lesson.. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting + Greeting Step 2: Task performance - T reviews the previous unit before Ss + Chatting open their books. - Organise a short Natural Wonder game to revise the wonders Ss learnt in Unit 5. - Students (Ss) listen and learn how to do it For example, T can say a name (Ha Long Bay) and Ss respond by saying something about it: ( It's in Quang Ninh / It has many islands/Its scenery is beautiful). Continue for 2 - 3 more wonders from Unit 5. - Ss answer the teacher’s questions and enquirements. - Lead to the new unit. Show Ss some photos related to Tet. Then write the word TET on the board and ask Ss to give any word related to the topic. - T may allow them to give a Vietnamese word and ask other Ss in the class if they know the equivalent in English. - T can list the words in a corner of the board. + Students (Ss) listen and learn how to do the tasks. - T asks Ss to open their books to page 58. Draw their attention to the yellow box and
3. introduce what they are going to learn in this unit. Step 3: Report and discussion - Ss play the game. - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To set the context for the introductory; - To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned. - To help Ss deeply understand the text. - To help Ss know how to use countable and uncountable nouns - To help Ss practise using words to describe things in nature. 2. Content: - Learn some new words. Listen and read conversation to get used to the vocabulary; new grammar points. - Read again the conversation and complete the sentences. 3. Products: - Vocabulary about the topic - Understanding the conversation; topic of the lesson, grammar points - Understanding more about the text. - Know how to use countable and uncountable words 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. 1. Listen and read. Step 2: Task performance Task 1. Listen and read. - T sets the context for the listening and reading: ask Ss to look at the title of the conversation and the picture. Ask them some questions like: What do you think they are talking about? When is Tet? Is it a holiday? What do we do at Tet? * Vocabulary
4. - T encourages Ss to give their answers, but - celebrate (v) kỉ niệm do not confirm whether their answers are - clean (v) lau, chùi right or wrong. - decorate (v) trang trí - Play the recording twice for Ss to listen - gathering (v) tập trung and read along. Have Ss underline the - get (v) lấy words that are related to the topic of the unit while they are listening and reading. - lucky money (n) tiền lì xì - Invite some pairs of Ss to read the - break(v) làm vỡ dialogue aloud. - peach flowers (n) hoa đào - Ss listen carefully to the context and read aloud. - Have Ss say the words in the text that they think are related to the topic Tet. Quickly write the words on one part of the board *) Teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Follow the steps to teach vocabulary - Repeat in chorus and individually 2. What are Linda and Phong talking about? + Check vocabulary - Take note all the new words - Quickly teach / introduce the new words if have . - Call on some pairs of Ss to read the conversation aloud. - Comment on Ss'answers. 2. What are Linda and Phong Task 2. What are Linda and Phong talking about? talking about? * Key: B - Ask Ss what exactly Phong and Linda talked about. Have them read the three options carefully and see the difference among them. - Ss listen carefully to the instructions - Confirm the correct answer. (They talked about Tet In Viet Nam.) - Explain the meaning of some words if necessary. Ss practise saying the sentences together.
5. - Ss follow the teacher’s instructions - Ss give the answers and check - T gives the correct answers. - Confirm the correct answers. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the conversation Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20’) 1. Aim: To help Ss deeply understand the text. To help Ss scan the text for the information to fill the blanks. To develop Ss’ knowledge of the vocabulary relating to Tet. To allow Ss opportunities to recognise what is related to Tet through a fun game. 2. Content: Read again the conversation and answer the question. Read again the conversation and complete the sentences. Learn more words about Tet . Do the matching. Playing game . Write two things or activities relating to Tet. 3. Products: Understanding and learning more new words. Improving the reading skills to get information to fill the blanks. Learning more words relating to Tet . Understading more things or activities at Tet / on Tet holiday. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss learn Task 3-4 Getting Started - Unit 5 3. Complete the sentences about Step 2: Task performing Tet with information from Task 3. Complete the sentences about conversation 1. Tet with information from conversation 1. - T asks Ss to work Independently to use to Key : fill each blank with the word(s) from the 1. January conversation. 2. homes
6. - T may Instruct them how to do the 3. gatherings exercise and model the first sentence. (1) 4. lucky money read the sentence and identify what 5. break information to use to fill the blank, e.g. In sentence 1, we need to write the time of Tet this year; (2) read the conversation and locate the place to find the word(s) to fill the blank, e.g. Line 4 in the conversation. So the answer is January. - Ss listen to the instructions clearly - Ss learn how to do it - Ss compare the answers - T allows Ss to share answers before discussing as a class. T writes the correct answers on the board. - T allows Ss to share answers before discussing as a class. - T gives correct answer - Ss copy them Task 4. Match the words/ phrases in the 4. Match the words/ phrases in box with pictures. the box with pictures. - T has Ss look at the pictures first to see if they know the English words for them. Then allows Ss to read the words / phrases Key: 1. b 2.a 3.c 4.d in the box and do the matching. - Ss listen carefully and learn how to do. - Ss do themselves. Give the answers - T checks the answers - Call on some Ss to read the answers aloud. - T confirms the correct answers. - T gives Ss information about these wonders to interest them in the topic of the unit Task 5. GAME: Is it about Tet? 5. GAME: Is it about Tet? + Write two things or activities and share + Write two things or activities them with class. The Class listen and and share them with class. The decide whether they are about or not Class listen and decide whether about Tet. they are about or not about Tet. - T allows Ss some time to read the Suggested answers: instructions and the example. Student: banh chung
7. - Demonstrate the game by saying a word / Class: It’s about Tet. phrase and ask Ss if it's related to Tet or not. Student: flying a kite - T has Ss write down two things / Class: It’s not about Tet. activities. Student: apricot blossom - Goes round and help if needed. Class: It’s about Tet. - Calls on some Ss to stand up and read their Student: playing football words. Class: It’s not about Tet. - The class listens and says if it's related to Student: watching fireworks Tet or not. Class: It’s about Tet. - Ss listen carefully and learn how to do. Student: fried fish - Ss play game Class: It’s not about Tet. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise some words and learn some more words to talk about Tet. To give Home assignments 2. Content: To learn some more words abour natural wonders Home assignments 3. Products: Know more words about natural wonders. Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. - Home assignments Step 2: Task performance - Teacher summarizes all opinions -T let Ss take note the home assignments * Home assignments: Step 3: Report and discussion - Read again the conversation - T says something about the class time. - Do more exercises in workbook.
8. -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK:
9. UNIT 6 OUR TET HOLIDAY Lesson 2:A closer look 1 p.60 Week 15 p.58-59 Period: 43 Lesson 7: Looking back & project Classp.46-47 Date of teaching Attendance 6A 12/12/2022 6B 14/12/2022 6C 12/12/2022 6D 12/12/2022 6E 13/12/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: wish, furniture, speacial food, fireworks, relative * Pronunciation: - Pronounce the key words correctly: wish, fun, speacial food, fireworks, relative - Pronounce the sounds /s/ and /∫/ correctly; * Grammar: - How to combine a verb with a noun - Use some/any for amount 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - talk about what children should / shouldn't do at Tet; - listen for a poem with the sound /s/ and /∫/ 3. Qualities: - To educate the love and preservation of traditional customs and traditions Having a good behavior toward the adult and the elderly people on Tet holiday. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: - Revise the old lesson. - Do some activities to creat a friendly and relaxed atmostphere to warm up to the new lesson 2. Content:
10. - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance Chatting. - Teacher (T) asks Ss some questions about them and class. Answers - Brainstorm some words/ things that might be related to Tet. - Ask Ss to open their book and introduce what they are going to study . - Ss open their book and write . Step 3: Report and discussion - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To revise/ teach some words/ phrases related to Tet. To teach Ss how to combine a verb with a noun to talk about Tet activities 2. Content: Revise some new words related to Tet. Do the matching Do the matching. Combine a verb with a noun 3. Products: Learning some new words about Tet: wish; fireworks; special food Having ability to use the word/ phrases correctly. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 1 Step 2: Task performance Task 1. Write the words / phrases in the box under the pictures.
11. * Pre- teach vocabulary: 1. Write the words / phrases - Teacher uses different techniques to teach in the box under the vocabulary (situation, realia, translation .....) pictures. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary - Take note all the new words - Ss listen carefully to the instructions - Ss answer the teacher’s questions. - Allow Ss to look at the pictures and see if they know the words / phrases in the box. * Vocabulary - Ask them to write the words / phrases in the box - wish (v) ước under the pictures. - firework (n) pháo hoa + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - special (adj) đặc biệt - furniture (n) đồ đạc - Check the answers as a class. - relative (n) người thân - Ss work independently. Ask Ss to look at the pictures and match each word / phrase given in Key: the box with the right picture. 1. fireworks 2. special food - Allow them to share their answers before 3. fun discussing them it as a class. Then have Ss 4. wish5. furniture practise saying the words. - Check and confirm the answers. Task 2. Match the verbs with the nouns - Explain to Ss that some verbs and nouns go together and some don't, e.g. plant/decorate + a tree, but not cook + a tree. - Write a verb on the board (e.g. read) and ask Ss 2. Match the verbs with the to match the verb with as many nouns as they can nouns find (e.g. read a book/novel/magazine/story/etc.) - Ask Ss to look at the verbs in the Verbs box first and see what nouns in the Nouns box they can go with. Key: - Ss work individually to do this activity - Ss listen carefully and learn how to do.
12. - Ss follow the teacher’s instructions l.f (have fun) - Allow Ss to do the matching independently. Then pair Ss and allow them to share with their 2. e (visit relatives) partner. 3. d (give lucky money) - Ss give the answers 4. a (make a wish) - Check the answers as a class. 5. c (clean the furniture) - T may go around to observe and offer help if 6. b (watch fireworks) necessary. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: To revise the words learnt in context. To help Ss identify how to pronounce the sounds /s/ and /∫/ and practice pronouncing these sounds. To help Ss pronounce the sounds /s/ and /∫/ correctly in context. 2. Content: Doing more exercises to revise the words. Pronounce the sounds /s/ and /∫/ correctly by listening and repeating words. Pronounce the sounds /s/ and /∫/ correctly by repeating words in sentences 3. Products: Ss can use the words correctly in contexts. Ss can pronounce the sounds /s/ and /∫/ correctly. Ss can pronounce the sounds /s/ and /∫/ correctly in sentences. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Ss do Task 3-4-5 in A closer look 1 Step 2: Task performing Task 3. Complete the sentences with the words in the box 3. Complete the sentences - T encourages Ss to read the sentences carefully with the words in the box. and look for clues so that they can choose the Key: right word to complete each sentence. 1. celebrate 2. peach 3. E.g. In sentence 1, we need a verb after subject clean we. We have two verbs in the box, clean and 4. shopping 5. food
13. celebrate. Only celebrate can go with Tet. So the correct word is celebrate. - Ss listen to the instructions clearly - Ss learn how to do it - Ss work independently or in pairs. - Check the answers as a class. - T may call on some Ss to read the sentences aloud. - Ss do themselves. - Copy them - T may ask other Ss to give comments Task 4. Listen and repeat the words 4. Listen and repeat the - T may write two Vietnamese words on the board words first, e.g. xach and sach. - Ask Ss to say the words aloud and draw their Audio script: attention to the difference in the pronunciation of shopping special rice /x/ and /s /. Then write the words see and she spring under the words xach and sach and read aloud the wish celebrate four words. - Have Ss elicit the difference in the two sounds /s/ and /∫/ in English. - Ss listen to the teacher’s instructions carefully - Have some Ss read out the words first. - Play the recording and askSs to listen and repeat. - Call on some Ss to check. - Ss check the answers - Ss listen and repeat - Correct Ss' pronunciation. - Call on some pairs to write their answers on the board before checking their answers with the whole class. 5. Listen and repeat the poem. Pay attention to the sounds /s/ and /∫/ in the underlined words.
14. - This activity is designed to make learning 5. Listen and repeat the pronunciation more fun. poem. Pay attention to the - T plays the recording for Ss to listen to the sounds /s/ and /∫/ in the poem. underlined words. - Ss listen to the instructions carefully then do the tasks. Audio script: Spring is coming! - Then play the recording again for them to listen Tet is coming! and repeat. She sells peach flowers. - Ss do the tasks Her cheeks shine. - Ss listen again and reppeat Her eyes smile. Her smile is shy. - Allow Ss some time to practise reading the She sells peach flowers. poem among themselves. - Ask them to pay attention to the underlined words with the /s / and / J / sounds. - Ss practice the chant. - Go around and correct the pronunciation if needed. - Ask for some volunteers to stand up and read the poem aloud. - Comment on their pronunciation. Note: This activity may also be turned into a competition to see who / which group can read the poem best and with the most expression. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitucde of Ss in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: Make sentences using the new words and structures Home assignments
15. 3. Products: Know more some words about holidays and trips Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson and make sentences with them - Home assignments Step 2: Task performance - Teacher summarizes the lesson - T let Ss take note the home assignments * Home assignments: - Practice asking and answer about plans for Tet. - Do more exercises in workbook. Step 3: Report and discussion - T asks, Ss answer about holidays -Step 4: Judgement T gives feedback and requires Ss do home assignments. IV. FEED-BACK:
16. UNIT 6 OUR TET HOLIDAY Lesson 3:A closer look 2 p.61-62 Week 15 p.58-59 Period: 44 ClassLesson 7: LookingDate back of teaching & project Attendance 6A p.46-47 14/12/2022 6B 15/12/2022 6C 14/12/2022 6D 13/12/2022 6E 14/12/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: keep quiet, knock, behave well, fight, play cards, traditional, cucumber. * Pronunciation: - Pronounce the key words correctly: keep quiet, knock, behave well, fight, play cards, traditional, cucumber. * Grammar: - Use modal verb : should/ shouldn’t for advice - Use some/any for amount 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for specific information about New Year's practices; - talk about what children should / shouldn't do at Tet; 3. Qualities: - To educate the love and preservation of traditional customs and traditions Having a good behavior toward the adult and the elderly people on Tet holiday. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW)(5’) 1. Aim: To introduce the topic of the lesson 2. Content:
17. Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - Recall countable and uncountable nouns 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance - Ask Ss to look at the picture and ask them Should / shouldn't for some questions to focus their attention to the advice situation before focusing on the use of should / shouldn't, e.g. Where are they? Why is Nam wearing a raincoat? What will happen if Nam comes into the kitchen with his raincoat still on?write the mother's response on the board and underline the word shouldn't. - Write In the classroom on the board. Write the words run, keep quiet, make noise, etc. on the board and ask Ss for simply Yes (to show it can be done in the classroom) or No if not. If the answer is Yes, tick the word. If No, cross the word. Keep them on the board for later use. - Lead in the new lesson. Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To give Ss more opportunities to practise the use of should / shouldn't in real context. To help Ss see what activity is good / not good to be done at Tet. To help Ss form sentences using should / shouldn't. 2. Content: Using the modal verb should / shouldn't for advice
18. Doing exercise using should/ shouldn’t for advice by looking at the signs at the library. To make sentences using should / shouldn't : what children should / shouldn't do. 3. Products: Ss can use modal verb should / shouldn't to give advice . Ss can use the verb should/ shouldn’t correctly. Remember** Ss understand more about the using should / shouldn't. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - To help Ss learn The Present continuous Tense - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 2 Step 2: Task performance Task 1. Look at the signs at the library and 1. Look at the signs at the complete the sentences with should or library and complete the shouldn't. sentences with should or - Write the word LIBRARY on the board and shouldn't. ask Ss to say what they should / shouldn't do when they are in a library. Then ask Ss to look at the four signs in the book and have them complete the sentences. Allow them to share their answers with a partner. Key : - Ss listen carefully to the teacher’s 1. should 2. shouldn't 3. instructions and learn how to use the verb. should - Ss work individually 4. shouldn't. - Ss do the tasks - Call on some Ss to read aloud the sentences and check their answers as a class. - Ss compare the answers. If there Is still time, ask Ss to refer to the notes of In the classroom on the board and practise saying the sentences with should / shouldn't. - Ask Ss work independently. - Have Ss read the sentences. - Check their answers as a class. - Confirm the correct answers.
19. - Ask Ss to look at Remember! box and allow them one minute to memorise it. Task 2. Tick (✓) the activities children should do at Tet and cross (x) the ones they shouldn’t – Have Ss study the Remember! box. T 2. Tick (✓) the activities explains and gives examples. children should do at Tet and (For a better class, T may ask Ss to give more cross (x) the ones they shouldn’t examples.) Remember! - Ask Ss to look at the pictures and read the - We use should for things that phrases under the pictures. Then tick (it's are good to do good) or cross (it's not good) each picture. The pictures help make the meanings of the - We use shouldn’t for things that phrases clear. are not good to do - Ss work individually * Key : - Ss do the tasks - Ss compare the answers. - Check the answers as a class - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Confirm the correct answers. Task 3. Work in pairs. Look at the activities in 2. Take turns to say what you think children should/ shouldn’t do. - This activity allows Ss to produce sentences with the target language of should / shouldn't, 3. Work in pairs. Look at the using the prompts in 2. activities in 2. Take turns to say - Ask Ss to use ticks and crosses for activities what you think children should/ in 2 and the examples on the board to help. shouldn’t do. - Ss listen to the instructions clearly - Go round and give help If needed. - Make sure Ss combine should / shouldn't and the main verb correctly. - Ss learn how to use them - Make sure they pronounce the words should and shouldn't correctly too. - Check the answers as a class. Step 3: Report and discussion
20. - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: To give Ss some controlled practice on the use of some/ any. To give Ss much freer practice with some / any in real context. 2. Content: The use of some and any. Doing exercise using some and any. Make sentences with words provided using some or any 3. Products: Learning how to use some and any correctly. Remember! Ss can use some or any correctly in real contexts. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing * T asks Ss learn how to use : Some , any. - * Explain to Ss the meaning and Ss listen to the instructions carefully use of some/ any - Ss work in pairs. Remember! / On page 62 - Ss do themselves + By this time, Ss have seen / used - T gives the answers some and any already. This is just a summary of their use. – Ask Ss to read the remember grammar box. – Tell them to pay attention to the phrases in bold in the sentences to see how some and any are used di- fferently (positive, negative, and question). – Remind them that some and any can be used with both countable / uncountable nouns. When they go with countable nouns, the nouns are always in plural. Task 4. Complete the sentences with some or any