Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 1 - Unit 1: My new school - Trường THCS Nguyễn Chuyên Mỹ

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 1 - Unit 1: My new school - Trường THCS Nguyễn Chuyên Mỹ

1. UNIT 1: MY NEW SCHOOL Week 1 Lesson 1: Getting Started p.6-7 Period: 02 Class Date of teaching Attendance 6A 07/09/2022 6B 08/09/2022 6C 07/09/2022 6D 06/09/2022 6E 07/09/2022 I. OBJECTIVES : By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: - Vocabulary: undersatand the meaning of the key words or word collocation below: places lexical items : subject (n), , calculator (n) ,wear (v), 'uniform (n),smart (adj),'compass(n),put on (phr v), 'heavy (adj). - Pronunciation: Pronounce the words correctly. - Grammar: The simple present. 2. Competencies: a, General Competencies : - Form and/or improve such competencies as team work, presentation, problem- solving skill, creativeness b, Specific Competencies: - Improve such competencies related to language learning as listening, speaking, reading, writing skills and use of language( vocabulary, phonetics, grammar) Ss are expected to pronounce, know the meaning of the key words and understand the main grammartical points the do the tasks that follow:to get information about the first day at school of a student. 3. Qualities: - Have a positive attitude towards what they have learnt in the lesson: SS work hard, love their school and friends. II. PREPARATIONS: - Teacher: computer accessed to the Internet, projector, computer, sachmem.vn - Students: text book, pencils, cards III. PROCEDURE : ACTIVITY 1. WARM –UP( 5’-IW) 1.Aim: - to raise students’interest in the lesson. - To help students identify the topic of the lesson and what they will have to learn. 2. Content: T explains the specific requirements of the tasks Ss are going do: write names of school things. And lead in the new lesson 3. Products:
2. - T clearly explains the requirements in content and form of the products: Students write names of school things on the group board and know how to play the game “network”. 4. Implementation: In this part T can use various techniques: Brainstorming Playing a game TEACHER AND STUDENTS’ CONTENTS ACTIVITIES * Network: Step 1: Task delivering - Teacher divides class into 2 teams and pen asks students to write school things everyday. - Students write down on the groupboard and stick it on the board. school -The team who has more correct words is things the winner. * Chatting - Teacher asks Ss to set the context for the listening and reading text: -What is a special day? - In order to know about Phong, Vy and -Why is it special for you? Duy's special day. Let’s come to Unit 1 Lesson 1 Step 2: Task performance: - What makes you remember the Ss do the tasks assigned by teacher most? Step 3: Report and discussion Ss give their answers Step 4: Judgement T give feed back, judgment and lead in new lesson. ACTIVITY 2. KNOWLEDGE FORMATION ( 15’ – GW/IW) 1. Aim: Help Ss with vocabulary related to the topic My New School; 2. Content: T gives the requirements, asks Ss to do the task in the text book:learn some vocabularies related to the topic. 3. Products: Ss report their answers to the tasks required: Students read and understand the meaning of vocab. Students know how to to play the game “what and where” 4. Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES *Vocabulary Step 1: Task delivering - calculator (n):máy tính Pre-teaching vocabulary - wear (v): mặc, đội
3. - T-Ss - 'uniform (n): bộ đồng phục - Teacher use different techniques to - smart (adj): bảnh bao, nhanh trí teach vocab (pictures, situation, realia) - 'compass(n): com pa,la bàn - Follow the seven steps of teaching - put on (phr v): mặc vào vacab. - 'heavy (adj): nặng - Repeat in chorus and individually - Copy all the words * Checking vocab: Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement T give feed back,assessments on the work Ss have reported. ACTIVITY 3: PRACTICE (20’- GW/PW/IW) Task 1: (5’) 1. Aims: To set the context for the introductory; To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt. 2.Content:T asks Ss to do the task in the text book and the tasks designed by T: Listen and read the conversation, answer some questions. 3. Products:Ss report their answers to the tasks assigned. Students read and understand the meaning of the text. Students know how to role play 4.Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Step 1: Task delivering Answer the questions: * Set the sences: T-Ss a) They are Phong, his Mum, Vy and Look at the picture on page 6 Duy. a) Who are they? b) He is having breakfast. b) What is Phong doing? c) They are Phong's schoolmates. c)Who are Vy and Duy? d) Because it is their fisrt day of the new d)Why is it a special day for them? school - We are going to listen and read a dialogue about Phong, Vy and Duy's special day. Task 1: T-Ss Task 1: Listen and read. - Teacher plays the recording twice. - Students listen and read. - Teacher checks students’ prediction.
4. - Teacher calls 3 students to read the conversation aloud. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements - T clarifies the work Ss have to do afterwards. Task 2: (7’) 1. Aims: To have students get specific information of the text. 2.Content:T asks Ss to do the task in the text book and the tasks designed by T: Read the conversation again and tick (✔) T (True) or F (False). 3. Products:Ss report their answers to the tasks assigned. Ss say the answers aloud ( pair work) 4.Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Step 1: Task delivering Task 2: Read the conversation again Task 2: T-Ss, Ss-Ss, T-Ss and tick (✔) T (True) or F (False). - Teacher tells students to read the conversation again and work Answer key: independently to find the answers. 1. T Remind students to underline the 2. F (Duy is Vy’s friend) information and correct the false 3. T statements. 4. T - Teacher has students pair compare 5. F ( Phong isn’t wearing a shool before checking with the whole class. uniform) Teacher calls some students to give the answers. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements - T clarifies the work Ss have to do afterwards.
5. Task 3:(5’) 1. Aims: To check students understanding of the conversation and help students use the words in context 2.Content:T asks Ss to do the task in the text book and the tasks designed by T: Read the conversation again and fill in the blanks (work independently) 3. Products:Ss report their answers to the tasks assigned:Student’s correct answers on the board. 4.Implementation: TEACHER AND STUDENTS CONTENTS ACTIVITIES Step 1: Task delivering Task 3: Write one word from the box Task 3:T-Ss, Ss-Ss in each gap. - Teacher has students read the conversation again, work independently Answer key: to put a suitable word from the box to 1. wear fill in the gap. 2. has - Teacher calls one student to share 3. go his/her answer on the board. 4. uniforms - Teacher asks students to look at the 5. subjects board, check their mate’s answer. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements - T clarifies the work Ss have to do afterwards. Task 4: (7’) 1. Aims: To revise some words and learn some more words indicating school things 2.Content:T asks Ss to do the task in the text book and the tasks designed by T: Matching the words with the pictures (work in groups) 3. Products:Ss report their answers to the tasks assigned:Students’ answers on the posters. 4.Implementation: TEACHER AND STUDENTS CONTENTS ACTIVITIES Step 1: Task delivering Task 4: Match the words with the Task 4:T-Ss, Ss-Ss school things. Then listen and repeat. - Teacher divides the class into 2 teams.
6. - 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. The team matched faster and correctly is the winner. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements - T clarifies the work Ss have to do afterwards. Task 5: (6’) 1. Aims: To check students’ vocabulary and improve group work skill 2.Content:T asks Ss to do the task in the text book and the tasks designed by T: Write names of the things around the class 3. Products:Ss report their answers to the tasks assigned:Students’ answers in your notebook ( Students share with the whole class ) 4.Implementation: TEACHER AND STUDENTS CONTENTS ACTIVITIES Step 1: Task delivering Task 5: Write names of the things Task 5:T-Ss, Ss-Ss you can see around the class in your notebook - Students work in groups of four to look around the class and write down things Chairs, tables, clock, school bags, they can see in the class. board, books, pen, flower pot, - Students may ask teacher if they don’t pencil, . know the names of the items. - Students share with the whole class. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak
7. points, puts stress on the key requirements T clarifies the work Ss have to do afterwards. ACTIVITY 4 : APPLICATION ( 3’- IW/PW) 1. Aim: to point out the aim of competence formation by requiring Ss to apply the knowledge they have acquired to perform the task that T is going to assign:To consolidate what students have learnt in the lesson. 2. Content: - T assigns tasks for Ss to do and the requirements to do the tasks - T explains and gives guides for Ss to do the tasks Vocab about school things and Read and understand content of the conversation 3. Products: T needs to clarity the content or form of products:Say aloud some words they remember from the lesson 4. Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Step 1: Task delivering ( Home - make sentences with all the new assignments) words. T gives home assignment for Ss to do - Do exercises part B ( Unit 1 in the outside the classroom and fix a time for workbook). Ss to submit their products - Think of activities students can do at Step 2: Task performance: school Ss do the tasks assigned outside the - Read and understand content of the class room, in the form of pair work, conversation individual work as required by T Step 3: Report and discussion - Ss summits the tasks to T - T marks or judges the products. - T conducts a class discussion at a suitable time. Step 4: Judgement T give feed back and assessment IV. FEED BACK: ...... .. .. ......
8. UNIT 1: MY NEW SCHOOL Week 1 Lesson 2: A closer look 1p.8 Period: 03 Class Date of teaching Attendance 6A 08/09/2022 6B 11/09/2022 6C 08/09/2022 6D 11/09/2022 6E 08/09/2022 I. OBJECTIVES : By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: - Vocabulary: Understand the meaning of the key words or word collocations below:use the lexical related to the topic My new school;items use the combinations: to study, to have, to do, to play + N; - Pronunciation: pronounce correctly the sounds /ɑː/ and /ʌ/. - Grammar: The simple present 2. Competencies: a, General Competencies : - Form and/or improve such competencies as Communication, self-learning capability, creative capacity, ability to use of language b, Specific Competencies: - improve such competencies related to language learning as listening, speaking, reading, writing skills and use of language. Ss are expected to pronounce, know the meaning of the key words and understand the main grammartical points the do the tasks that follow: learn words related to the topic my new school, Listening and reading to get information about the first day at school of a student. 3. Qualities: - Have a positive attitude towards what they have learnt in the lesson: SS work hard, love their school and friends II. PREPARATIONS: - Teacher: computer accessed to the Internet, projector, loudspeaker, sachmem.vn - Students: text book, pencils, cards, draft. III. PROCEDURE : Task 1: (5’) * Aims: To revise / introduce the names of school subjects, and some nouns related to school and school activities. * Content: Listen and repeat the words. * Products: Students read words exactly aloud. * Organization:
9. Teacher’s and Ss’activities Contents ACTIVITY 1. WARM –UP( 5’-IW) 1.Aim: - to raise students’interest in the lesson. - To help students identify the topic of the lesson and what they will have to learn: setting the context for the listening and reading part. 2. Content: T explains the specific requirements of the tasks Ss are going do:Game : Kim’s game( about school things) 3. Products: - T clearly explains the requirements in content and form of the products: Ss write words exactly on the board. 4. Implementation: In this part T can use various techniques:Kim’s game TEACHER AND STUDENTS CONTENTS ACTIVITIES * Kim's game: Step 1: Task delivering - Look at the picture on page 8 in 20 - school bag seconds and try to remember as many - calculator words as possible. - compass - Teacher divides the class into two .. teams. - Ss go to the board and write the words - Teacher gets feedback -> Today we are going to learn some more combinations about school. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement T give feed back, judgment and lead in new lesson. ACTIVITY 2. KNOWLEDGE FORMATION ( 5’ – GW/IW) 1. Aim: To enrich students’ vocabulary to talk about activities at school. 2. Content: T gives the requirements, asks Ss to do the task in the text book:Vocabulary about school 3. Products: Ss report their answers to the tasks required:Read and understand the meaning of words 4. Implementation: Matching TEACHER AND STUDENTS’ CONTENTS ACTIVITIES * Vocabulary Step 1: Task delivering - science (n) : môn khoa học
10. Pre teach vocabulary - exercise (n/v): bài tập, tập luyện - Teacher use different techniques to teach - history (n) : lịch sử vocab (pictures, situation, realia) - lesson (n): bài học - Follow the seven steps of teaching vacab. - school lunch: bữa trưa ở trường - Repeat in chorus and individually - Copy all the words * Checking vocab: Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement T give feed back,assessments on the work Ss have reported. ACTIVITY 3: PRACTICE (30’- GW/PW/IW) Task 1: (5’) 1. Aim: To revise / introduce the names of school subjects, and some nouns related to school and school activities. 2. Content: T asks Ss to do the task in the text book and the tasks designed by T:Listen and repeat the words. 3. Products: Ss report their answers to the tasks assigned:Students read words exactly aloud. 4. Implementation: TEACHER AND CONTENTS STUDENTS’ACTIVITIES Step 1: Task delivering Task 1: T-Ss 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. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements - T clarifies the work Ss have to do afterwards.
11. Task 2: (7’) 1. Aim: To teach Ss how to combine a verb and a noun to talk about school activities. 2. Content: T asks Ss to do the task in the text book and the tasks designed by T:Put the words in the correct columns. (V with N) 3. Products: Ss report their answers to the tasks assigned:Ss say the correct answers ( pair work). 4. Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Step 1: Task delivering Task 3: Put the words in the blanks. Task 2: T - Ss, Ss - Ss Answer key: - Teacher asks students to work in pairs 1.homework and use the words in Task 1 to put into 2.football the correct columns. 3.lessons - Students work in pairs and do the task. 4.exercise - Teacher calls some pairs to share their 5. science answers with the whole class. - Teacher gives feedback and corrections (if necessary). - Teacher explains which nouns go with each verb to make meaningful names of activities. - Teacher asks students to work in groups of four and add as many words into each column as possible. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements T clarifies the work Ss have to do afterwards. Task 3: (5’) 1. Aim: To help students use the vocabulary in context 2. Content: T asks Ss to do the task in the text book and the tasks designed by T:Fill in the blanks with a suitable word 3. Products: Ss report their answers to the tasks assigned:Student’s correct answers on the board. 4. Implementation:
12. TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Step 1: Task delivering Task 3: Put the words in the blanks. Task 3:T-Ss, Ss-Ss - Teacher asks students to work Answer key: independently and put a suitable word 5.homework in each blank. 6.football - Teacher allows students to share their 7.lessons answers before discussing as a class. 8.exercise - Teacher asks some students to share 5. science the answers and gives feedback. Step 2: Task performance: Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements T clarifies the work Ss have to do afterwards. Task 4: (7’) 1. Aim: To teach Ss how to pronounce the sounds /ɑː/ and /ʌ/ and practise pronouncing these sounds in words correctly. 2. Content: T asks Ss to do the task in the text book and the tasks designed by T:Understand and how to pronounce the sounds /ɑː/ and /ʌ/. 3. Products: Ss report their answers to the tasks assigned:Students pronounce words exactly . 4. Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Step 1: Task delivering * PRONUNCIATION * Presentation (Pre-teach the sounds /ɑː/ and /ʌ/) Suggested answers: - Teacher introduces 2 sounds /ɑː/ and /ʌ/ -/ɑː/: car, start, after, party to students and lets them watch a video - /ʌ/: cut, one, country about how to pronounce these two sounds. - T gives some words and show how to pronounce these two sounds. Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/. Task 4:T-Ss, Ss-Ss Key: - Teacher asks students to listen and repeat. + /ɑː/: smart, art, carton, class. Students work independently.
13. Step 2: Task performance: + / ʌ /: subject, study, monday, Ss do the tasks assigned by teacher compass Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements T clarifies the work Ss have to do afterwards. Task 5: (6’) 1. Aim: To help students practise the sounds /ɑː/ and /ʌ/ in sentences 2. Content: T asks Ss to do the task in the text book and the tasks designed by T:Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/. 3. Products: Ss report their answers to the tasks assigned:Students’ answers in your notebook (Students share with the whole class) 4. Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Step 1: Task delivering Task 5: Listen and repeat. Task 5:T-Ss, Ss-Ss Underline the words with the Before listening, teacher let students sounds /ɑː/ and /ʌ/. discuss in pairs and find the words with the sounds /ɑː/ and /ʌ/. Key+ Audio script: - Teacher plays the recording for students to check and repeat the sentences. 1 . My brother has a new compass. -Have them work in pairs to compare their 2. . Our classroom is large. answers. Check Ss'answers. 3. They look smart on their first - Play the recording again. Let day at school. Ss listen and repeat sentence by 4. The art lesson starts at nine sentence, paying attention to o'clock. the underlined words. 5. . He goes out to have lunch every Step 2: Task performance: Sunday. Ss do the tasks assigned by teacher Step 3: Report and discussion Ss give their answers Step 4: Judgement - T give feed back on Ss’work result, the strong points and weak points, puts stress on the key requirements T clarifies the work Ss have to do afterwards.
14. ACTIVITY 4 : APPLICATION ( 5’- IW/PW) 1. Aim: to point out the aim of competence formation by requiring Ss to apply the knowledge they have acquired to perform the task that T is going to assign:To give students a chance to apply what they have learnt. 2. Content: - T assigns tasks for Ss to do and the requirements to do the tasks - T explains and gives guides for Ss to do the tasks Game : write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/. 3. Products: T needs to clarity the content or form of products:Students read aloud their sentences. 4. Implementation TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Step 1: Task delivering ( Home * Game: Who is faster? assignments) Teacher asks groups to write sentences including 2 features: school activities and - (e.g: I usually play basketball with one of the sounds /ɑː/ or /ʌ/. my brother.) - Ss Work in groups - I often use compass to do - Teacher asks each group to hand in their Math exercise. paper and checks, the group with more correct sentences is the winner. - Teacher invites the winner to read aloud their sentences. *T gives home assignment for Ss to do - Make sentences with all the new outside the classroom and fix a time for Ss words. to submit their products - Rewrite the sentences into Step 2: Task performance: notebooks. Ss do the tasks assigned outside the class Find 3 more school activities that room, in the form of pair work, individual have the sound /ɑː/ or /ʌ/. work as required by T Step 3: Report and discussion - Ss summits the tasks to T - T marks or judges the products. - T conducts a class discussion at a suitable time. Step 4: Judgement T give feed back and assessment IV. FEED BACK: ...
15. UNIT 1: MY NEW SCHOOL Lesson 3: A closer look 2p.9-10 Week 2 Period: 04 Class Date of teaching Attendance 6A 13/09/2022 6B 15/09/2022 6C 13/09/2022 6D 13/09/2022 6E 14/09/2022 I. OBJECTIVES 1. Knowledge: *Vocabulary: - To revise/ introduce the names of school subjects, and some nouns related to school and school activities. - Vocabulary: use the words related to the topic My New School.To pronounce the sounds /a:/ and // correctly; English, history, homework, science, football, lessons, music * Grammar: - use the combinations: to play, to do, to have, to study + Noun; - use the present simple; - use the adverbs of frequency; * Pronunciation: To teach how to pronounce the sounds /a:/ and / / . 2. Competencies: a. General competencies: - By the end of the lesson students will be able to revise/ introduce the names of school subjects, and some nouns related to school and school activities. Ss know how to pronounce the sounds /a:/ and / / . b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of using Present Simple Tense, some popular Adverb of Frequency - Ability of using some new words of school topic to make sentences and call things around. 3. Qualities: - To teach Ss the love of English; the love of their new school. - The awareness about importance of learning English. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector
16. Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aim: - To revise the old lesson. - To revise/ introduce GRAMMAR : The present simple tense. 2. Content: - To review/ introduce the use and the form of the present simple tense. 3. Products: - Interest and concentration of Sts on the class activities. - A friendly and relaxed atmostphere to the new lesson - Ss know the use and form of the present simple tense . 4. Implementation: - Teacher instructs - Sts do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) asks Ss some questions Duy: Hi, Phong. I Ịịve near about them and class. here, and we go to the same school! - Ask Ss to open their book and introduce Phong: Good. Hmm, your what they are going to study . school bag looks heavy. Duy: Yes! I have new books, and we have new subjects to study. Phong: And a new uniform, Duy! You look smart! Duy: Thanks, Phong. We always look smart in our uniforms. The present simple * T prepare the following lines from the conversation in GETTING STARTED The present simple and show them to Ss. Positive - T highlights / Underlines the present + I/You/We/They + V simple structures in these lines. (work/study) - T asks Ss to look at the sentences in the + He / She / It + V-s / V-es Remember! box. Remember to introduce (works / studies) Negative
17. all the positive, negative and question - I/You/We/They + don't/do forms of the tense. not + v (don't/do not work/study) - T explains to Ss that we use the present - He / She / It + doesn't / does simple to talk about actions or events that not + V (doesn't / does not work / often happen, or are fixed. study) - Students (Ss) listen and learn how to do. Questions and short - Open their book and write . answers - T has Ss give some examples. ? Do I/ you / we/they + V - T may give them some verbs to make (work/study)? sentences (e.g.: live, like, play, walk, etc.). ? Yes, I / you / we / they do. * T has Ss read the Remember! box. - No, I / you / we / they don't. Direct their attention to the present simple ? Does he / she/it + V tense form for third person singular./ Page (work/study)? 9 - Yes, he/she/itdoes. - No, he / she / it doesn't. Step 3: Report and discussion - Sts 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 practice in using the present simple tense in sentences. 2. Content: - To pracice using the present simple in context. - Pair work to put the words in the correct columns 3. Products: - Vocabulary about the topic - Use of the present simple by choosing correct answer. 4. Implementation: TEACHER AND CONTENTS STUDENTS'ACTIVITIES 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
18. Step 2: Task performance 1. Choose the correct answer A, B, or C *Pre-teach vocabulary: * Vocabulary: + Teacher uses different techniques to - school lunch (n): bữa trưa ở teach vocabulary (situation, realia .) trường + Follow the seven steps of teaching vocab. - history (n): môn lich sử + Check vocabualry. - exercise (n): bài tập - maths (n): môn Toán - healthy (adj): lành mạnh - smart (adj): bảnh bao, tươm tất *Ask Ss to do the task 1/ page 9 - compass (n): com-pa - Have Ss do this exercise individually before they share their answers with their * Key: 1. A 2.C 3. B 4.A partners. 5.C - Students (Ss) listen to the instructions carefully and learn how to do the tasks.(S) - Sts answer the teacher’s questions - Listen carefully and read aloud. - Ask some Ss to read out their ansvvers. - Confirm the correct ones. - T gives explanations if necessary. Task 2. Miss Nguyet is interviewing Duy for the school newsletter. Write the correct form of the verbs. - Have Ss work individually. Ask them to 2. Miss Nguyet is interviewing write the correct form of the verbs given in Duy for the school newsletter. brackets. – Write the correct form of the verbs. - Ask Ss to share their answers with a partner. - T consumes the correct answers. - Ss work individually + If there is time, let Ss work in pairs to role-play the interview.
19. - Observe and help when and where * Key: necessary, and correct Ss'pronunciation and 1. has2. Do you have intonation. 3. like 4. Does Vy walk Step 3: Report and discussion 5. ride6. go - Sts write down the new vocabulary - T asks, Sts answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Sts ACTIVITY 3: PRACTICE (20' - GW/PM/IM) 1. Aim: - To help Ss practise using verbs in the present simple in sentences and in context. - To help Ss revise some adverbs of frequency they already learnt - To help Ss practise using adverbs of frequency in context. 2. Content: - To use present simple to do the exercises. Filling the words. - To pronounce the sounds /a:/ and / / correctly; Listen and repeat. 3. Products: - Understand more about using the words in contexts. - Pronouncing the sounds /a:/ and / / correctly 4. Implementation: TEACHER AND STUDENTS CONTENTS ACTIVITIES Step 1: Task delivering - T let Sts study the examples, consume the rules and do the exercises Step 2: Task performing - T tells Ss to look at the two examples carefully. - T asks Ss about the position of the adverbs of frequencỵ, and the meaning of those. - T asks Ss to recall all the adverbs of frequency they know. + We use adverbs of frequency to show how often something happens. - We often use them with the present simple. - We usually place the adverb of frequency before main verb.
20. Example: - Tom usually takes the bus to school. -They don’t often go to the cinema. Task 3. Put one of these words in each 3. Put one of these words in each blank. blank. - This is a very easy activity, so just Key: 2. Usually 3. Sometimes ask Ss to give the answers as a class. 4. often 5. never - Sts work independently - T confirms the answers. - T encourages Ss to give as many sentences with these adverbs as possible. Task 4. Choose the correct answer Aor 4. Choose the correct answer A or B to complete each sentence. B to complete each sentence . * Key: 1. B 2.A 3.A 4. B - T lets Ss work in pairs. 5.A - Calls some Ss to read aloud the sentences and give their answers. - Check and confirm the correct answers Task 5. Work in pairs. Make questions, and then interview your partners 5. Work in pairs. Make questions, - Ask Ss to work in pairs to make and then interview your partners questions using prompt. + Key: - Have them take turns to ask 1. Do you often ride your bicycle to questions and give answers. school? - T goes round and corrects 2. Do you sometimes study in the mistakes or gives help when and where school library? necessary. 3. Do you like your new school? 4. Do your íriends alvvays go to school with you? + Note that Ss' answers may vary. 5. Do you usually do your Accept all answers which are homevvork after school? grammatically and logically correct. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement