Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 11 - Unit 4: Neighbourhood - Lesson 1 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 11 - Unit 4: Neighbourhood - Lesson 1 - Trường THCS Nguyễn Chuyên Mỹ

1. UNIT 4: MY NEIGHBOURHOOD Lesson 1: Getting Started p.38-39 Week 9 Period: 27 Class Date of teaching Attendance 6A 31/10/2022 6B 02/11/2022 6C 31/10/2022 6D 31/10/2022 6E 02/11/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: excited, cross, famous, turn left, turn right, to be lost, go straight. * Pronunciation: - Pronounce the key words correctly: excited, cross, famous, turn left, turn right, to be lost, go straight. * Grammar: - Compare two people or things using comparative adjectives; - Asking for directions 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 a neighbourhood - talk about a neighbourhood; - listen for specific information about a neighbourhood; - write a paragraph to describe a neighbourhood. 3. Qualities: - To teach Ss love of the neighbourhood, the hometown and the country, the likes and dislikes towards their neighbourhoods. - Have serious attitude to asking and giving the directions; cooperative learning; sharing. - 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 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; - 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:
2. - 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' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) asks Ss some questions about the previous lessons, - Reviews the previous unit before Ss open their books. Organise a short vocabulary game to revise the words Ss learnt in Unit 3. For example, T can organise Alphabet Race (read page 41 for the steps to play the game) or Slap the Board. - Leads to the new unit. Write the unit title My neighbourhood on the board. Ask Ss to guess what they are going to learn about in this unit. After Ss give the answers, ask them to open their books to page 38. Draw their attention to the box and introduce what they are going to learn in this unit. - Ss snswer the teacher’s questions and enquirements. - Writes the unit title My neighbourhood on the board. - Ss open their notebook and write . Step 3: Report and discussion - Ss work in group to talk about their neighbourhood. - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (10') 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 let's and shall we to make suggestions. 2. Content: - Learn some new words. Listen and read conversation to get used to the vocabulary; new grammar points. - Filling the blanks to understand more about the text. - Make suggestions. We can use : Shall we ./ Let’s . to make suggestions
3. 3. Products: - Vocabulary about the topic - Understanding the conversation; topic of the lesson, grammar points - Understanding more about the text. - Know how to make suggestions. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for the listening and reading. Step 2: Task performance 1. Listen and read. Task 1. Listen and read. - T sets the context for the listening and reading. Introduce Nick, Phong and Khang. Have Ss look at the picture and answer some questions, e.g. What are Nick, Phong and Khang doing? What might be happening to them ? T can also ask Ss to share any recent experiences of being lost, e.g. Have you ever got lost? Where and when? How did you feel then? What did you do? Elicit answers, but do not confirm whether their answers are right or wrong. - Asks Ss to talk a bit about the place where Nick, Phong and Khang are standing. - Plays the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the topic of the unit while they are listening and reading. Invites some Ss to read the conversation aloud. - Asks Ss what exactly is happening to Nick, Phong and Khang. Now confirm the correct answer. (They have arrived in Hoi An and they've got lost on their way to Tan Ky * Vocabulary: House.) - excited (adj) phấn khích - Has Ss say the words in the text that they think are related to the topic My - cross (v) đi qua neighbourhood. - famous (adj) nồi tiếng *) Pre- teach vocabulary: - turn left >< turn right rẽ phải - Teacher uses different techniques to - to be lost (v) bị lạc teach vocabulary (situation, realia, - go straight (v) đi thẳng translation .....) + Follow the steps to teach vocabulary
4. - Repeat in chorus and individually + Check vocabulary - Ss take note all the new words - T quickly writes the words on one part of the board. - Comments on Ss'answers. Task 2. Find in the conversation the 2. Find in the conversation the sentences used to make suggestions. sentences used to make suggestions. - T tells Ss to refer back to the conversation Key: to find the sentences used to make 1. Let's go to Chua Cau. suggestions. 2. Shall we go there first? - Asks Ss to compare their answers before checking as a class. 3. First, cross the road, and then turn left. - Tells them to practise saying the sentences 4. Fine, let's go. in pairs (play the recording again as a model 5. Let's ask her. if necessary). - Ss listen carefully to the instructions - Ss follow the teacher’s instructions - T confirms the correct answers. - Calls on Ss to give the answers - T gives 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 (15’) 1. Aim: To help Ss deeply understand the text. To help Ss know how to give directions through the conversation To help Ss practise giving directions. 2. Content: Read conversation again . Put the actions in order Find and underline the directions . Asking for and giving directions Practise giving directions.Playing Game. Find places 3. Products: Order the actions correctly . Know how to give directions. Can you tell me the way to the post office near here?.. Give directions correctly.
5. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Ss learn Task 3-4-5 – Getting Started - Unit 3 Step 2: Task performing Task 3. Read the conversation again. Put 3. Read the conversation again. Put the the actions in order. actions in order. - T asks Ss to work independently to order the Key : actions in sentences (a - e) as they occur in 1.b 2. c 3.d 4. e 5. a the conversation. - T may instruct them how to do the exercise: (1) read each sentence and refer back to the conversation to find the action it refers to; (2) order the actions. T may model using the first sentence. - T allows Ss to share answers before discussing as a class. - Ss listen to the instructions clearly - Ss share the answers - T writes the correct answers on the board. - Ss copy them Task 4. Find and underline the following 4. Find and underline the following directions in the conversation. directions in the conversation. – T asks Ss to work individually to Key: find and underline the phrases used to give 1 - B. cross the road (băng qua đường) directions in the conversation. T may move 2 - A. turn right (rẽ phải) around the class to check if Ss do exactly 3 - E. take the second turning on the left (rẽ what is required and offer help when needed. trái thứ hai) - T has Ss quickly match each direction with 4 - C. turn left (rẽ trái) the diagram. Check their answers as a class. 5 - D. go straight (đi thẳng) If ss do not understand the phrases, use the diagrams to work the meaning out from the context. For weak classes, ask for translation to make sure they understand. With stronger classes, T may wish to ask some additional questions, e.g. Can you tell me the way to the post office near here?, etc. - Ss do themselves. Give the answers Task 5. GAME- Find places
6. – Demonstrate the game with a strong 5. GAME- Find Places student. – Ask Ss to play the game in pairs. In weaker classes, work together with Ss first: asking about one or two different places on the map and eliciting the answers. Then when they know exactly what to do, ask them to work in pairs. T may go around to observe and offer help if necessary. – Invite some pairs to perform in front of the class. This activity can be organised as a competition game. The class is divided into Suggested key: teams A and B. Team A give directions and Team B guess the place. If their guess is A: Go straight. Take the first turning on the correct, they get one point. Then change right. It’s on your right. roles. The group with the most points is the B: Is that the cinema? winner. A: Yes, it is. 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 describe their neighbourhood To give Home assignments 2. Content: To learn some more words abour asking and giving directions Home assignments 3. Products: Know more words about giving directions. Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering (Home assignment) - 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 * Home assignments: - T let Ss take note the hokme assignments - Read again the conversation Step 3: Report and discussion - Do more exercises in workbook. - T says something about the class time. -Step 4: Judgement
7. T gives feedback and requires Ss do homework. IV. FEED-BACK: . . ..
8. . UNIT 4: MY NEIGHBOURHOOD Lesson 2: A closer look 1 p.40 Week 10 Period: 28 Class Date of teaching Attendance 6A 07/11/2022 6B 09/11/2022 6C 07/11/2022 6D 07/11/2022 6E 08/11/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: square, cathedral, art gallery, railway, station, busy, crowded * Pronunciation: - Pronounce the key words correctly: square, cathedral, art gallery, railway, station, busy, crowded * Grammar: - Compare two people or things using comparative adjectives; - Asking for directions 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 a neighbourhood - talk about a neighbourhood; - listen for specific information about a neighbourhood; - write a paragraph to describe a neighbourhood. 3. Qualities: - To teach Ss love of the neighbourhood, the hometown and the country, the likes and dislikes towards their neighbourhoods. - Have serious attitude to asking and giving the directions; cooperative learning; sharing. - 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 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:
9. - 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. - Do you like you - T encourages Ss to talk in English as much as neighbourhood? possible - Can you tell us something + Students (Ss) listen and learn how to do the tasks. about it? - Answer the teacher’s questions and requirements. - Open their book and write. Answers + T leads to the new lesson. - Ask Ss to open their book and introduce what they are going to study 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 (10') 1. Aim: To revise / teach the names of places in a neighbourhood. To help Ss practise asking and answering questions about where they live. 2. Content: Match the places with the pictures. The names of places in a neighbourhood. Ask and answer questions about where they live. 3. Products: Know more the name of places in a neighbourhood. Asking and answering questions correctly. Improve speaking skills. 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
10. Task 1. Match the places below with the 1. Match the places below with pictures. Then listen, check and reapeat the the pictures. Then listen, check words. and reapeat the words. *) Pre- teach vocabulary: * Vocabulary - Teacher uses different techniques to teach - square (n) quảng trường vocabulary (situation, realia, translation .....) - cathedral (n) nhà thờ + Follow the steps to teach vocabulary - art gallery (n) triển lãm , các tác phẩm - Ss repeat in chorus and individually - railway (n) xe lửa + Check vocabulary - station (n) nhà ga - Ss take note all the words - busy (adj) bận rôn, sầm uất – Have Ss quickly match each place (in each - crowded (adj) đông đúc. picture) with its name . - T plays the recording for them to listen and check their answers with their partners. - T plays the recording again with a pause after each item and asks Ss to repeat the words / phrases chorally and individually - Correct Ss’ pronunciation. Ask Ss to name some * Key: places in their neighborhood 1. c 2. e 3. d 4. a 5. b - With a weaker class, ask for translation to make sure they understand. With a stronger class, T may Audio script wish to ask some additional questions, e.g. What 1. square 2.art gallery can you do there? Is there one in your town? Where 3. cathedral is it? 4. temple 5. railway station - T checks the answers - T corrects their pronunciation. - T checks and confirms the answers. Task 2. Work in pairs. Ask and answer questions about where you live 2. Work in pairs. Ask and answer – T models this activity with a more able student. questions about where you live - T asks Ss to work in pairs to ask and answer A: Is there a shopping mall in your questions about where they live . neighbourhood? - T reminds Ss that they can use the places in 1 or B: Yes, there is./ No, there isn't. any places they want to ask. - T may go around to observe and o er help if necessary. - Ss listen carefully and learn how to do. - Ss work in pairs . - Ss follow the teacher’s instructions - Give the answers
11. - Calls on some pairs to practise in front of the class. - Ss do the tasks. 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 (15') 1. Aim: - To revise the adjectives Ss learnt in primary school; - To help Ss practise asking and answering about their neighbourhood. - To help Ss identify how to pronounce the sounds /ɪ/ and /i:/ in words. - To help Ss identify how to pronounce the sounds /I/ and /i:/ and practise singing the chant. 2. Content: - Ask and answer questions using adjectives they have learnt. - Pronounce the sound /ɪ/ and /i:/ - Listen and practice the chance notice the sound /I/ and /i:/ 3. Products: - Asking and answering questions about neighborhood correctly. - Pronounce the sound /ɪ/ and /i:/ correctly. - Pronounce the sounds /I/ and /i:/ and practise singing the chant. 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 3. Work in groups. Ask and Task 3. Work in groups. Ask and answer about answer about your your neighbourhood. You can use the adjectives neighbourhood. You can use below. the adjectives below. - T models this activity with strong student. Remind noisy crowded peaceful quiet Ss that they can use adjectives in the box or other adjective they know to talk about their village, town modern beautiful busy or city. boring - T asks Ss to work in pairs. Go around to observe and offer help if necessary. - Ss listen to the instructions clearly - Ss learn how to do it - Calls on some pairs to practise in front of the class. - T may ask other Ss to give comments
12. Task 4. Listen and reapeat the words. Pay attention to the sounds /ɪ/ and /i:/ 4. Listen and reapeat the – T models the sounds /ɪ/ and /i:/ first, and then asks words. Pay attention to the Ss to identify which sound is longer and which one sounds /ɪ/ and /i:/ is shorter. /ɪ/ noisy exciting expensive – Asks Ss to practise the sounds /ɪ/ and /i:/ together. friendly Play the recording and ask Ss to listen and repeat. /iː/convenient clean cheap - Plays the recording as many times as necessary peaceful - Asks Ss to work in pairs and put the words in the correct column while they listen . - Ss listen to the teacher’s instructions carefully - T call on some pairs to write their answers on the board before checking their answers with the whole class. -Ss check the answers - Ss listen and repeat Task 5. Listen and practice the chant. Notice the sounds /I/ and /i:/ - T asks Ss to listen while T plays the recording. Play the recording again and ask Ss to chant a long. - SslListen to the instructions carefully then do the 5. Listen and practice the tasks. chant. Notice the sounds /I/ - T provides further pracice by dividing the class into and /i:/ two groups. Have groups sing alternate lines. MY - Call on some Ss to practise the chant if possible NEIGHBOURHOOD Step 3: Report and discussion My city is very noisy. - Ss work independently - Share the answers There are lots of trees growing. Step 4: Judgement The people here are busy. - T gives feedback on the answers and studying It’s a lively place to live in. attitucde of Ss in class. My village is very pretty. There are lots of places to see. The people here are friendly. It’s a fantastic place to be. 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 3. Products:
13. Know more some words about neighbourhood Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering (Home assignment) - 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 Step 3: Report and discussion * Home assignments: - T asks, Ss answer about neighbourhood - Practice asking and answer -Step 4: Judgement about neighbourhood. T gives feedback and requires Ss do home assignments. - Do more exercises in workbook. IV. FEED-BACK: ................ .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................
14. UNIT 4: MY NEIGHBOURHOOD Lesson 3: A closer look 2 p.41-42 Week 10 Period: 29 Class Date of teaching Attendance 6A 09/11/2022 6B 09/11/2022 6C 09/11/2022 6D 08/11/2022 6E 09/11/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: comparative adjectives, tall, expensive, in the countryside, neighbourhood, weather, wide, traffic, seafood, peaceful. * Pronunciation: - Pronounce the key words correctly: comparative adjectives, tall, expensive, in the countryside, neighbourhood, weather, wide, traffic, seafood, peaceful. * Grammar: - Compare two people or things using comparative adjectives; - Asking for directions 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 a neighbourhood - talk about a neighbourhood; - listen for specific information about a neighbourhood; - write a paragraph to describe a neighbourhood. 3. Qualities: - To teach Ss love of the neighbourhood, the hometown and the country, the likes and dislikes towards their neighbourhoods. - Have serious attitude to asking and giving the directions; cooperative learning; sharing. - 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 Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: - To revise the old lesson. - To introduce / teach Comparative adjectives 2. Content:
15. - To review/ introduce the use and the form of Comparative adjectives 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - Ss know the usage of the Comparative adjectives 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) chooses two Ss of very different heights and ask them to stand up. T asks the class: Who is Questions and answers taller? Indicate tall and taller with your hands and arms. T may give another example, e.g. two rulers or desks: long – longer. Ask Ss to say what taller and longer are in Vietnamese. T introduces the subject of the lesson: comparative adjectives, and asks for the equivalent in Vietnamese- Ask Ss to open their book and introduce what they are going to study . 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 (10') 1. Aim: To help Ss identify the correct comparative form of adjectives. To help Ss practise forming the correct comparative form of adjectives. 2. Content: Learn how to form and use comparative form of adjectives. Forming the correct comparative form of adjectives by completing the sentences. 3. Products: - Vocabulary about the topic - Know how to form and use comparative form of adjectives correctly. - Understand more the form and use the comparative. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS 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
16. Task 1. Complete the following sentences with 1. Complete the following the comparativeform of adjectives in brackets. sentences with the comparative – T asks Ss to read the instruction. form od adjective. - Tells Ss what they should do. (With a weaker class, do the first sentence as an example ) . - Reminds Ss to pay attention to the number of the syllables in each adjective. - Asks Ss to do the exercise individually and then - Tom is taller than Mary compare their answers with a classmate . - A house in a city is more expensive + Students (Ss) listen to the instructions carefully than a house in the countryside and learn how to do the tasks. - Ss answer the teacher’s questions and enquirements. - Checks the answers as a class. - T confirms the correct answers. - Ssl Listen carefully and read aloud. Task 2. Use the correct form of the words in brackets to complete the letter. * Key: - T asks Ss to read the instruction. Tell Ss what they should do. (With a weaker class, do the first 2. noisier 3. bigger sentence as an example). 4. more peaceful 5. more exciting - Asks Ss to read and complete the letter 2. Use the correct form of the individually. words in brackets to complete the - Reminds them to pay attention to the number of letter. the syllables in each adjective. Dear Nick, - T has Ss compare their answers in pairs before checking with the whole class. How are you? - Ss work in pairs Ha Noi is beautiful but it's too busy for - Ss do the tasks and share the answers me. I'm having a great time at Cua Lo - Observes and helps when and where necessary, Beach now. The weather is (1. and correct Ss'pronunciation and intonation. hot) hotter than that in Ha Noi. The houses and buildings - Confirms the correct answers. are smaller and older than those in Ha Noi The streets are wider with less \ traffic. The seafood here is more delicious and cheaper than the seafood in Ha Noi. Step 3: Report and discussion - Ss write down the new vocabulary See you soon, - T asks, Ss answer some more questions about the Vy lesson
17. Step 4: Judgement * Key: - T gives feedback on the reaction of Ss 2. smaller 3. older 4. wider 5. more delicious 6. cheaper ACTIVITY 3: PRACTICE (25') 1. Aim: To help Ss practise using comparative adjectives. To give Ss further practice on using comparative adjectives. 2. Content: Ask and Answer questions to further practice on using comparative adjectives 3. Products: Using comparative adjectives to compare the two neighbourhoods properly. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing Task 3. Look at the pictures of the two neighbourhoods : Binh Minh and Long Son . Compare two neighbourhoods using the adjectives - T asks Ss to look at the pictures of the two neighbourhoods. - Elicits the contrast between the things in the two neighbourhoods and ask them to use the adjectives in the box to describe them. - Ss listen to the instructions clearly - T has Ss compare their sentences in pairs before showing some of their sentences to the whole class. - Ss share the answers - T asks other Ss to give comments and correct any mistakes if possible. - T moves around to offer help if needed. Suggested answers: - If there is time, T asks some Ss to write their 1. Binh Minh is more crowded than sentences on the board. Long Son.
18. 2. Long Son is more boring than Binh Minh. 3. Long Son is quieter than Binh Minh. 4. Long Son is more peaceful than Task 4. Work in pairs. Ask and answer Binh Minh. questions about Binh Minh and Long Son 5. Binh Minh is more modern than neighbourhoods using pictures in 3 Long Son. - T models this activity with a stronger 6. Binh Minh is busier than Long student. Son. - Tells Ss that they can use the information 4. Work in pairs. Ask and answer from the sentences they have written in 3 to ask questions about Binh Minh and and answer questions about the two Long Son neighbourhoods using neighbourhoods. pictures in 3 - Asks Ss to work in pairs. Example : - Goes around to observe and offer help if A. Is Binh Minh noisier than Long necessary. Son? - Ss listen to the instructions carefully B. Yes, it is. - Ss work in pairs. A. Is Long Son more modern than - T calls some pairs to practise in front of Binh Minh? the class. B. No, it isn’t - Assk other Ss to give comments and correct any mistakes if possible. - Checks and confirm the correct answers Step 3: Report and discussion - Ss work independently and in pairs, in groups - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude 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 adjectives to to compare people and things in their classroom, using comparative adjectives. Home assignments 3. Products: Review the old lesson Take note Home assignments 4. Implementation:
19. TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Ask one or two Ss to tell the class what they have learnt. - T asks some Ss to make sentences to compare people and things in their classroom, using comparative adjectives. - Home assignments Step 2: Task performance - T summarises the main points of the lesson. - T lets Ss take note the home assignment Step 3: Report and discussion - T asks, Ss answer about positions of things * Home assignments: -Step 4: Judgement - Revise the use and form of T gives feedback and requires Ss do homework. comparative adjectives. - Do more exercises in workbook. - Make more sentences using present continuous tense. IV. FEED-BACK: . . ..
20. UNIT 4: NEIGHBOURHOOD Lesson 4: Communication p.43 Week 10 Period: 30 Class Date of teaching Attendance 6A 10/11/2022 6B 12/11/2022 6C 10/11/2022 6D 12/11/2022 6E 10/11/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: go along, nearest, guide, turning, finally * Pronunciation: - Pronounce the key words correctly: go along, nearest, guide, turning, finally * Grammar: - Compare two people or things using comparative adjectives; - Asking for directions 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 a neighbourhood - talk about a neighbourhood; - listen for specific information about a neighbourhood; - write a paragraph to describe a neighbourhood. 3. Qualities: - To teach Ss love of the neighbourhood, the hometown and the country, the likes and dislikes towards their neighbourhoods. - Have serious attitude to asking and giving the directions; cooperative learning; sharing. - 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 Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: - To revise the old lesson. - To teach Students use everyday English phrases and expressions and develop the language skills, as well as learn about Vietnamese culture and other cultures. * Everyday English To ask and answer about neighbourhood.