KHBD tiếng anh (unit 1;unit 2; unit starter) cả năm sách chân trời sáng tạo năm học 2022 2023

KHBD tiếng anh (unit 1;unit 2; unit starter) cả năm sách chân trời sáng tạo năm học 2022 2023 UNITS 1 LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1 TOWNS and CITIES LESSON 1 VOCABULARY PLACES IN A TOWN OR CITY I OBJECTIVES By the end of the lesson, students will be able to get some more knowledge about places in a town or city develop students’ speaking and listening skills II LANGUAGE CONTENT Vocabulary (n) bridge, monument, flat, office building, square, shopping centre, sports centre (adj) clean, dangerous, dirty, friendly, modern, noisy, pretty, quiet, safe, III TECHNIQUES Questions.UNITS 2 LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 2: DAYS LESSON 1: VOCABULARY Daily Routines  AIMS: By the end of the lesson, students will be able to: + use some words related to daily routines. + write and speak about a special day.  TEACHING AIDS: Textbook, projector, pictures  TECHNIQUES: reading skill, speaking skill. group work, individual.  PROCEDURES: TIME CONTENT ACTIVITIES RATIONALE 4 mins WARM UP Jigsaw puzzle game: get up have breakfast go to school do homework go to bed Leadin What are these pictures about? Whats your favourite day? Why? > Today, we will talk about daily routines. Teacher divides class into 5 groups. Teacher runs through the game – Each group will match some peace of papers to make a complete picture and then stick it on the board. Students take part in the game. Teacher declares the winner. Teacher gives students questions to lead in the new lesson. Teacher introduces the new lesson. To make Students eager to start the lesson. 5 mins VOCABULARY 1. get up (phr.v): thức dậy 2. brush one’s teeth: đánh răng 3. wash one’s face: rửa mặt 4. go to bed: đi ngủ 5. have breakfast lunch dinner: ăn sangtrưa tối 6. go to school: đi học 7. study (v): học 8. watch TV: xem TV 9. do one’s homework: làm bài tập 10. have classes: Teacher elicits each of the words. Teacher reads the words and asks Ss to repeat. Teacher checks the meaning, part of speech, pronunciation. To prepare vocabulary for Students and help them understand the Quiz.

UNITS 1 LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 1: VOCABULARY

PLACES IN A TOWN OR CITY

I OBJECTIVES: By the end of the lesson, students will be able to:

- get some more knowledge about places in a town or city.

- develop students’ speaking and listening skills.

II LANGUAGE CONTENT

* Vocabulary: (n) bridge, monument, flat, office building, square, shopping centre,

sports centre (adj) clean, dangerous, dirty, friendly, modern, noisy, pretty, quiet, safe,

III TECHNIQUES

- Questions & answers

IV TEACHING AIDS:

- Pictures, textbooks, power point slides, …

WARM UP

(5 mins) Game “GREEN BAMBOO”

- Teacher divides class into 2 groups

- There are 12 numbers about places on the screen There is a hidden picture behind these numbers Each group will choose a pair of number With one correct pair, you will get 1 point

- The group has the most correct answers will be the winner

- After revealing the picture, teacher asks students a question:

“What is the hidden picture about?”

- Students answer “LONDON CITY.”

PRESENTATION Set context:

- Teacher calls out some Students to answer the question

“What famous place are there in your town or city?”

- Students answer in their own

 New words:

bridge (n) monument (n)

flat (n)office building (n)square (n)

shopping centre (n)sports centre (n) clean (adj)dangerous (adj) dirty (adj)friendly (adj)modern (adj)noisy (adj)pretty (adj) quiet (adj) safe (adj)

- Students listen to the teacher and repeat the words

- Students copy down these words into their notebooks

PRACTICE • Activity 1: Match the words in the box with places 1-14 on the map

of London below There are 6 extra words, listen and check.

- Teacher gives students time to complete the task (Students can

discuss in groups, pairs or work individually)

- Students listen and check their answers

- Students listen and note down the places.

- Teacher plays the video / audio again and checks students’answers

Suggested answers: café, cinema, restaurant, sports centre, park, library, bridge, monument, bus station, shop.

•Activity 3: Watch or listen again and complete the sentences

- Teacher allows students time to read the gapped sentences

- Teacher plays the video / audio again for students to complete thesentences

- Teacher checks answers with the class

Suggested answers

1 theatre 4 café

2 parks 5 shops

3 bridge

PRODUCTION • Activity 4: Work in pairs

- Teacher asks students to work in pairs and talk about the places in their town / city

- Teacher suggests some phrases to introduce about places and focus on the grammar points

There is + a /an + singular NounThere are + plural Noun

Ex: There is a cinema

There are two cinema s

There are + SOME + plural Noun There are + NOT + ANY + plural Noun

Ex: There are some restaurants

There aren’t any restaurants

- a lot of entertainment facilities such as cinemas, theatres, …

- trying new types of food

- earning more money

IV HOMEWORK - Learn by heart all the new words.

- Prepare for next lesson – Reading: find out some information about a cruise ship

LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 2: READING

Aims: By the end of the lesson, students will be able to:

- know how to answer specific questions about the text.

- find out more about a cruise ship.

- use vocabulary items related to the issue of passage.

Game: What is it?

- Students have to answer all questions to find the key word

o This is a place where people can eat and drink.

o People usually stay in this place when they are on vacation.

o Where you can borrow and read books.

o Place where you can play sport.

- The key word is “SHIP”.

- T shows the picture and leads in the lesson “This is a very special ship;

This is a cruise ship.”

II PRE –

READING

Activity 1: Guessing game

- T has students work in groups and discuss some facts of the cruise ship

T N A

R U

A T

S E

R

L E

T O

H

R A

B I

L

T

O P

S

8 minutes After discussing, students have to write “TRUE” or “FALSE”.

a) There is a library and a school on the ship FALSE b) There are some swimming pools on the ship TRUE c) There is one café and one restaurant on the ship TRUE

- Students will put their answers on the boards

- Teacher introduces some new words “Before reading, there are some

new words in the text.”

* New words:

1 cruise ship (n) – Show picture

1 fantastic (adj) – E.g.: This is a fantastic hotel

2 comfortable (adj) – E.g.: This soft bed is very comfortable

3 cabin (n) – Show picture

4 passenger (n) – E.g.: There are many passengers on the ship

5 chef (n) – a person who cooks

6 swimming pool (n) – show picture

7 climbing wall (n) – show picture

III WHILE –

READING

20 minutes

- T has students open their books to page 16

- Students listen and read the text silently

Activity 2: Skill Strategy.

- T introduces students how to answer specific questions about a text

- T invites some students to read the strategy aloud

- T invites some students to check their works

Activity 3: Task 2 – page 16

- T has some students say the questions loudly and underline all the key words

1 What is the name of the ship?

2 How many people work on the ship?

3 How many chefs are there on the ship?

4 Is it the only ship with a park?

5 What’s in the sport area?

*Key:

1 Oasis of the Seas

2 More than 2,000 people work on the ship

3 There are 250 chefs.

4 Yes, it is

5 There’s a climbing wall in the sports area

- T has students reread the text and underline sentences that they find the correct answers

- T invites some students to write their answers and check their work

- T goes back to Activity 1 and gives the correct answers

IV POST –

READING

8 minutes

Activity 4: Group discussion

- T runs through Activity 4

- Ss work in group of four

- T gives the question “Is the Oasis of the Seas a good place for a

holiday? Why/ Why not?”.

Suggested answers: ……

- T walks around to monitor the class and offers help

- T invites two or three Ss to answer the questions

- T listens and provides more information if it is necessary

V

CONSOLIDATION

2 minutes

- T asks some questions about the text to check their comprehension

1 What is the name of the ship?

2 How many people work on the ship?

3 How many chefs are there on the ship?

4 Is it the only ship with a park?

5 What’s in the sport area?

LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 3: LANGUAGE FOCUS

I OBJECTIVES: By the end of the lesson, students will be able to:

- ask and answer questions about places

II TECHNIQUES

- Questions & answers

III TEACHING AIDS:

- Pictures, Textbook, power point slides,

- Teacher divides class into 2 groups One group is “noughts” (O) and the other is “crosses” (X) There are 9 words and numbers about the

Oasis of the Sea in the table and students have to use structure “there

is/ are… ” to make sentences

- 2 groups take turns to select the boxes and make sentences with those words The group makes the correct sentence will get an (O) or (X)

- The group that has 3 O or X on a horizontal, vertical, or diagonal row will be the winner

Ex: There is a library on the ship.

There isn’t a school on the ship

PRESENTATION • Activity 1: Complete the questions Then choose the correct answers.

- Teacher asks students to complete the sentences in 1 minute

- Teacher checks students’ answers

 GRAMMAR POINTS

1) THERE IS (= THERE’S)

There is + a /an + singular Noun

(+) :

Ex: There is a pen on the desk

There is + NOT + a/an + singular Noun

(-) :

Ex: There is not a buffalo in the rice field

Is there + a/an + singular Noun?

(?)

 Yes, there is / no, there isn’t

Ex: Is there an eraser in your school bag?

 No, there is not.

2) THERE ARE (=THERE’RE)

There are + plural Noun

Ex: There are three apples in the picnic basket

There are + not + ANY + plural noun

(= there aren’t)

Ex: There aren’t any books on the desk

Are there + ANY + plural noun?

 Yes, there are / no, there aren’t

Ex: Are there any swimming pools on the ship?

 Yes, there are

How many + plural Noun + are there… ? Ex: How many chefs are there on the ship?

(?)

(-)

(+)

 There are 50 chefs

PRACTICE • Activity 2: Choose the correct words in the Rules

- Students choose the correct words to complete the rules then compare their answers in pairs

- Teacher checks grammar with the class

(Suggested answers)

1. any 3 plural nouns

2. singular nouns 4 plural nouns

• Activity 3: Match 1-6 with a-f to make questions Then write answers about your city/ town

- T asks students make questions, then compare their questions in pairs

- T calls some students to answer these questions

- Students answer in their own

(Suggested answers) 1c – 2f – 3e – 4a – 5b – 6d

• Activity 4: Complete the questions with “Is there…?/ Are there…?” and “how many….”

- Teacher asks students to complete the questions then compare with their partners

Suggested answers

1. Are there 4 Are there

2. Is there 5 How many

3. How many

• Activity 5: choose the correct words in Rules

- T asks students to complete the rules, then compare answers in pairs

Suggested answers The – no article

GRAMMAR POINT: DEFINITE AND ZERO ARTICLE

- We use the to talk about a particular thing

- We use zero article to talk about things in general

• Activity 6: complete the sentences with the or ⏀

- Teacher asks students to read the sentences and decide if they need thedefinite or zero article

- Students compare the answers with partners

- Teacher checks students’ answers

Suggested answers

1. The 4 ⏀

2. The 5 The

3. ⏀

- Teacher asks students to work in groups (5- 6 students/ groups)

- Each group will design their dream amusement park Then, 2 members will go to the front and the other groups will ask them some

questions about their amusement park by using “Is there…/Are

there…; How many…?”.

- Teacher gives feedbacks to the presentation

- Write a description of your amusement park Use the preposition in the Starter Unit

LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 4: VOCABULARY and LISTENING

I OBJECTIVES: By the end of the lesson, students will be able to:

- understand people comparing places and things.

- develop students’ listening skills.

II Teaching Aids:

- Textbook, tape, power point slides, …

WARM UP Game: “OPEN, SESAME!” (exercise 1 / p.18)

- Teacher divides class into 2 groups

- There are 12 pictures and adjectives on the screen Each group will choose a picture and its opposite word to make a complete pair With one correct pair, you will get 1 point

- The group has the most correct answers will be the winner

PRE-LISTENING Set context:

- Teacher asks Students a question:

“Do you like modern or old places? Why?”

- Students answer in their own

• Activity 1: Write sentences for the adjectives in exercise 1

- Students write sentences for the adjectives then compare their sentences in pairs

- Teacher asks some students to read their sentences to class and asks the class to correct any mistakes

Suggested answers

The Vietnamese people are friendly

The school yard is noisy at break time

It’s not safe to go out at night.

……

WHILE-TEACHING • Activity 2: Listen to four street interviews in a radio programme

What do people talk about? Choose four topics from the box and match them to the people

- Teacher allows students time to read the introduction and the topics inthe box

- Teacher plays the audio 3 times and asks students to listen and find out which topics the people talk about

- Teacher checks students’ answers

(Suggested answers)

1.Emma – the park

2.Lukas – buses and bikes

3.Dwayne – New York

4.Chloe and Harriet – restaurants

• Activity 3: Listen again and write True or False Correct the false sentences

- Teacher allows students time to read the sentence

- Teacher points out that in the fourth interview, Students will have to listen very carefully to know who is speaking, Harriet or Chloe

- Teacher plays the audio again

• Activity 4: Answer the questions (optional)

- Students work in pairs and discuss the answers

- Teacher checks students’ answers

1. Who does Emma meet at the shopping centre?

2. What does Lukas say about the price of the buses?

3. Where is Dwayne from?

4. What does Harriet agree with Chloe about?

POST-LISTENING Activity 5: Think of three places that you like in your town / city and

three places that you don’t like Write sentences and say why you like

or dislike them

- Students write their sentences

- Teacher asks students to read their sentences to the class

- Students answer in their own

Consolidation: DRAW A MINDMAP

- Teacher asks students to work in groups and discuss about which place they like and dislike

- Teacher gives students time to discuss in group and write down their opinions

- Teacher calls out some students to present their opinion in front of class

HOMEWORK - Learn by heart all the new words.

- Prepare for next lesson – Language focus: comparative adjectives

LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 5: LANGUAGE FOCUS

COMPARATIVE ADJECTIVES

I OBJECTIVES: By the end of the lesson, students will be able to:

- compare things using comparative adjectives.

II Teaching Aids:

- Textbook, tape, power point slides, …

- Teacher divides class into 2 groups

- Teacher says a sentence and each group takes turns to give sentences that follow the teacher and the other groups’ sentence The group that has more questions will be the winner

 “Today I go to the bookstore…….”

PRESENTATION

 Grammar point: COMPARATIVE ADJECTIVES

- Teacher explains the grammar to students

1) Short adjectives (1-syllable adjectives)

S1 + V + Adj-ER+ THAN+ S2

Ex: Bikes are slower than cars

2) Long adjectives (2 or more syllable adjectives)

S1 + V + MORE + ADJ + THAN + S2

Ex: French is more difficult than English

Some special cases

good → betterwell (healthy) → betterbad → worse

far → farther/further

Note:

- With some 2-syllable adjectives, we can use "-er" OR "more":

o quiet → quieter / more quiet clever → cleverer / more clever narrow → narrower / more narrow simple → simpler / more simple

- If the adjective ends in -e, we add -r (safe  safer)

- Final -y changes to -ier (pretty  prettier)

- One – syllable adjective endings with vowel and one consonant, we double the consonant (big  bigger)

- Students copy down to their notebooks

• Activity 1: Write the comparative form of the adjectives in the table

- Teacher gives students time to complete the table

- Teacher checks the answers

(Suggested answers) cleaner – slower – nicer – safer – friendlier – prettier – bigger – hotter

PRACTICE • Activity 2: write sentences using the correct comparative form of the

adjectives in brackets How do you say “than” in your language?

- Teacher reads out the example and elicit another example from the

class

- Teacher elicits how students say than in their own language

- Students write the sentences using the comparative form and comparethe answer with their partners

- Teacher checks Students’ answers

(Suggested answers)

1.It’s more expensive here than in my country

2.The weather today is worse than it was yesterday

3.Why is this class quieter than the other class?

4. Are the buildings in New York more modern than the buildings in Oxford?

5.This house is prettier than that house

• Activity 3: Pronunciation

- Teacher plays the audio once for students to listen.

- Teacher plays the audio again, pausing for students to repeat

individually and chorally

(Suggested answers) 1d – 2d – 3c – 4d

• Activity 4: Read City of the Sea again You may discover some letters

pronounced differently in different words Now indicate the word whose bold part differs from the other three in pronunciation

- Teacher gives students time to read the introduction

- Teacher models pronunciation of star and cinemas, where their bold

parts are different

PRODUCTION • Activity 5: Work in pairs

- Teacher gives students time to practice in pairs about some of the things in the box by using comparative adjectives and the Key Phrases

- Teacher calls some pairs to practice in front of the class and gives feedback

Consolidation: WHAT ARE THE DIFFERENCES?

- Teacher shows some pairs of pictures on the screen

- Each student will choose the number and make sentences about objects or places using comparative adjectives

HOMEWORK - Learn by heart the structures

- Make sentences about your family using comparative adjectives

- Prepare for next lesson – Speaking

LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 5: SPEAKING

I OBJECTIVES: By the end of the lesson, students will be able to:

- ask and say where places are.

- develop students’ speaking skill.

II Teaching Aids:

- Textbook, tape, power point slides, …

- Teacher invites 1 student to come to in front of the class He/She has

to use phrases or give examples to explain the words that given byteacher

- Teacher invites some students to answer

* Given words: Bus station, Police station, School, Hospital, Store

PRE-SPEAKING Set context:

- Think: You are a tourist in a new town Where do you look for

information and direction?

- Ss answer in their own

• Activity 1: Audio 1.18

- Allow students time to read through the gapped dialogue

- Play the video or audio for students to watch or listen and completethe dialogue

- Play the video again for students to check their answers

- Check their answer with the class, then ask the questions to the classand elicit the answers

WHILE-TEACHING • Activity 2: Watch or listen again Then practice the dialogue in pairs

- Play the audio or video again

- Tell students to listen carefully for the pronunciation and

intonation You could pause after some of the sentences and questions for students to repeat

- Students work in pairs to practise the dialogue

(Suggested answers)

5. Students’ own answers.

• Activity 3: Read the study strategy and follow the instructions

- Read the study strategy with the class then read through the key phrases

- Ask students to find the key phrases in the dialogue and check their understanding

- Students practice the key phrases in pairs With weaker classes, when they close their books, write some key words on the board

to help them remember the phrases, e.g Excuse, near, far

- See who managed to remember all the phrases.

• Activity 4: Work in pairs Practice the dialogue with How far ? and place from 1 to 4.

- Ask two confident students to read out the example mini dialogue

- Students work in pairs to practice more mini dialogues With weaker classes, allow students time to prepare the dialogues before they practise With stronger classes, students can go straight into the spoken practice

- Ask some pairs to perform one of their dialogues for the class E.g

Student 1: Excuse me, how far is the bus station from here? (What is the distance between here and the bus station?)

Student 2: It’s about ten minutes on foot.

Student 1: Thanks for your help.

Student 2: You’re welcome.

POST-SPEAKING • Activity 5: Use it – Work in pairs Look at the situation and

prepare a new dialogue Use the dialogue in exercise 1 to help you.

- Students work in pairs to prepare a new dialogue With stronger classes, you could teach some more phrases for giving

directions, e.g Turn left / right, Go straight on

- Students swap roles and practice again

Consolidation: MINGLE

- Teacher divides students into two groups, A and B

- Students in group A will give the questions

- Students in group B will give the answers

- Teacher should prepare a variety of questions Students in group A

have to find the right students in group B (who has the correct

answers).

For example:

A: How far is it from here to the park?

B1: Sorry I don’t know.

B2 (must prepare the answer before): It’s about 10 minutes on foot

HOMEWORK - Learn by heart all the new words.

- Prepare for next lesson

LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 6: WRITING WRITING A DESCRIPTION OF A TOWN OR CITY

I OBJECTIVES: By the end of the lesson, students will be able to:

- write a description of a town or city that they like.

- develop students’ writing skill.

II Teaching Aids:

- Textbook, tape, power point slides, …

WARM UP - Teacher divides class into groups.

- Teacher shows series of pictures of places in Ho Chi Minh city (or a

video clip) Students watch it and write down as many places as they

can

- Teacher invites some group to show their works

- Teacher leads in the lesson “Today, we’re studying about how to

write a description of a town or a city.”

- Think: Students use their dictionaries to check the meanings of the

words in the box

- Ask the question to the class and elicit answers from individualstudents

- Ask more questions about the student’s own town or city,

Examples: What’s your favourite place?

Which parts do you never visit? Why?

- Students answer in their own

WHILE-TEACHING • Activity 2: Students complete the key phrases Check answers and check

that students understand all the phrases

(Suggested answers)

1 south/ Việt Nam

2 9,000,000 (Nine million)

3 modern/ really friendly

4 many good amusement parks, shopping malls/ buildings

5 sometimes visit Vũng Tàu, Phan Thiết and Đà Lạt, …/ Hồ Chí Minh City

is more interesting

• Activity 3: Language point: Position of adjectives Exercise 3: Look at the phrases in blue in the text Then underline the correct words.

- Focus on the phrases in blue in the text and elicit which areadjectives

- Students read the sentences and choose the correct words

- Check answers with the class and check that students understandreally, very and quite

• Activity 4: Compound sentences Look at the underlined sentences in the text Then circle the correct words.

- Give your students two examples of compound sentences, one ofwhich is the combination with “and” and the other with “but” Makestudents pay attention to “similar clauses” and “opposite clauses”

- Students work individually to combine the two sentences andvolunteer to show them on the board

- Correct the mistakes if your students fail to do any sentences

E.g

1 similar

2 opposite

3 Hội An Town is an old town, and it’s got a population of about 152,160.

4 Mr Nam sometimes stays in Hà Nội, but he lives in Hồ Chí Minh City.

POST-WRITING • Activity 5: Use it – Work in pairs Look at the situation and

prepare a new dialogue Use the dialogue in exercise 1 to help you.

- Read the task with the class

- Students answer the questions and plan their description

- Read through the paragraph structures with the class

- Students write their descriptions

- This can be set for homework

- Remind students to check their grammar and spelling carefully

Consolidation:

- T asks Ss to work in groups and give some descriptions about a town

or a city they like

- Students of each group come to the board and read out thesedescriptions loudly, other students will guess the name of that town

or city

HOMEWORK - Learn by heart all the new words.

- Prepare for next lesson

LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 8: CLIL_GEOGRAPHY

READING A MAP

I OBJECTIVES: By the end of the lesson, students will be able to:

- ask and answer questions about maps.

- develop students’ skills.

II Teaching Aids:

- Textbook, tape, power point slides, …

- Teacher invites one student to be a player Teacher gives him/her a word and he/she has to draw to explain that word

- Teacher invites some students to answer

Suggestion: trees, river, mountain, street, train station, map,…

- Teacher leads in the lesson

PRE-TEACHING Set context:

- Ask students when they use maps, and what kinds of maps they use

(paper, online, etc.)

- Tell students they are going to practice-reading maps in English

• Activity 1:

- Students work in pairs to check the-meanings of the words and matchthem with the symbols

- Students read the text and check their answers

- Check answers with the class and make sure that students understandall the words

- Model and drill pronunciation if necessary

WHILE-TEACHING • Activity 2: Students read and listen to the text again Elicit what other

symbols are mentioned in the text.

(Suggested answers)

A black circle on a railway is a train station A red area is a city or town.

• Activity 3: Students work in pairs to look at map-A and choose the correct words Check answers with the class.

6 train station

• Activity 4: Students look at map B individually and answer the questions, then compare their answers in pairs Check answers with the class.

1 There are 4 cable car stations

2 Yes, we can

3 The cable car from Debay station to Morin station.

POST • Activity 5: Exercise 5 USE IT!

- Put students into pairs to draw their maps

- Monitor and help while they are working and encourage them to add

a range of features and symbols

- Put pairs together into groups of four to ask and answer about theirmaps

- Ask some groups to show one of their maps to the class and describethe features on it

Consolidation: PROJECT – DRAW A MAP

- Teacher asks students to work in groups and draw a map

- Teacher gives students some places that they can draw, for example:

school, favorite park, favorite shopping mall, our town, village, …

- Teacher gives students deadline

HOMEWORK - Learn by heart all the new words.

- Prepare for next lesson

LESSON PLAN TIẾNG ANH 6 FRIENDS PLUS UNIT 1: TOWNS and CITIES - LESSON 9: PUZZLES and GAMES

I OBJECTIVES: By the end of the lesson, students will be able to:

- revise all lessons in Unit 1.

- develop students’ skills.

II Teaching Aids:

- Textbook, tape, power point slides, …

WARM UP Game “GUESSING GAME!”

- Teacher invites 1 student to come to in front of the class He/She has

to use phrases or give examples to explain the words that given by teacher

- Teacher invites some students to answer

* Given words: London, cruise, map, station, …

PRE-TEACHING • Exercise 1

- Students complete the puzzles and find the mystery word

- Students could work in pairs for this, and you could do it as a race to make it fun

- Check answers with the class

Answers

1 market 2 square 3 café 4 library 5 cinema 6 theatre Mystery word: restaurant

WHILE-TEACHING • Exercise 2: Read out the instructions and check that students

understand the game

- Invite a confident student to come to the board and write the first letter of each word in their sentence

- Other students guess the sentence

- Students could also play this game in small groups

Answers: Students’ own answers.

- Students ask and answer questions to find six differences betweentheir maps Ask them to make a note of the differences

- Check answers with the class

Answers

1 There’s a cinema on map A, but a theatre on map B

2 There’s a train station on map A, but a bus stop on map B

3 There’s a shopping centre on map A, but a sports centre on map B

4 There are two restaurants on map A, but only one on map B

5 There are two cafés on map A, but three on map B

6 There isn’t a monument in the park on map A, but there is on map B.

• Exercise 4

- Students unscramble the letters and find the adjectives fordescribing a place

- Students could work in pairs for this, and you could do it as a race

- Check answers with the class

- As an extension, ask students to write the opposites of theadjectives

Answers

1 friendly 2 clean 3 dangerous 4 modern 5 ugly 6 expensive (Opposites: 1 unfriendly 2 dirty 3 safe 4 old 5 pretty 6 cheap)

POST-TEACHING • Activity 5: Exercise 5 USE IT!

- Read out the instructions and check that students understand thegame

- Students write their comparative forms in the bingo table

- Choose a confident student to be the game leader or take on this roleyourself The game leader calls out the comparative forms in arandom order The first student to hear and tick off all their words isthe winner

- Students could also play this game in small groups

- You could repeat the game by brainstorming twelve other adjectives

that students know, e.g good, bad, boring, intelligent, tall, short,

new, happy, interesting, nice, fast, slow

- Write the adjectives on the board

- Students choose six adjectives and write the comparative forms,then play the game again

Answers: Students’ own answers.

Consolidation: SHARING

- T asks Ss to work in groups and discuss what they learned in Unit 1

- T gives Ss time to discuss in group and write down their opinions

- T calls out some Ss to present their opinion in front of class

HOMEWORK - Learn by heart all the new words.

- Prepare for next lesson – Language focus: comparative adjectives

HỌC KI II Ngày soạn: ………

Ngày dạy:……….

TUẦN …

Bài 6 ĐIỂM TỰA TINH THẦN

- Nêu được bài học về cách nghĩ và cách ứng xử gợi ra từ văn bản

- Ý nghĩa của dấu ngoặc kép.

2 Về năng lực:

- Nhận biết được đặc điểm nhân vật trong truyện, nhận biết được đề tài, chủ đề, câu chuyện, nhân vật, các chi tiết tiêu biểu trong tính chỉnh thể của tác phẩm.

- Nhận biết và phân tích được đặc điểm nhân vật thể hiện qua hình dáng, cử chỉ, hành động, ngôn ngữ, ý nghĩ của nhân vật.

- Nhận biết được nghĩa văn cảnh của một từ ngữ khi được đặt trong dấu ngoặc kép; chỉ ra được những đặc điểm, chức năng cơ bản của đoạn văn và văn bản.

- Viết được biên bản ghi chép đúng quy cách.

- Tóm tắt được nội dung trình bày của người khác.

3 Về phẩm chất:

- Biết yêu thương và sống có trách nhiệm với mọi người xung quanh mình.

II THIẾT BỊ DẠY HỌC VÀ HỌC LIỆU

- SGK, SGV.

- Một số video, tranh ảnh liên quan đến nội dung bài học.

- Máy chiếu, máy tính

- Giấy A1 hoặc bảng phụ để HS làm việc nhóm.

GV yêu cầu HS quan sát video, trả lời câu hỏi của GV.

HS quan sát, lắng nghe video bài hát “Đứa bé” suy nghĩ cá nhân và trả lời c) Sản phẩm: HS nêu/trình bày được

- Nội dung của bài hát: hát về tình yêu thương, bao bọc, che chở của mọi người

- Cảm xúc của cá nhân (định hướng mở).

- Tri thức ngữ văn (truyện; cốt truyện; nhân vật; người kể chuyện; lời người kể chuyện và lời nhân vật; dấu ngoặc kép).

d) Tổ chức thực hiện:

B1: Chuyển giao nhiệm vụ (GV)

- Chiếu video, yêu cầu HS quan sát, lắng nghe & đặt câu hỏi:

? Cho biết nội dung của bài hát? Bài hát gợi cho em cảm xúc gì?

- Yêu cầu HS đọc ngữ liệu trong SGK.

- Chia nhóm lớp và giao nhiệm vụ:

? Điểm tựa tinh thần là gì?

? Điểm tựa tinh thần có ý nghĩa như thế nào đối với mỗi người?

- Yêu cầu đại diện của một vài nhóm lên trình bày sản phẩm.

- Hướng dẫn HS báo cáo (nếu các em còn gặp khó khăn).

HS:

- Trả lời câu hỏi của GV.

- HS còn lại theo dõi, nhận xét, bổ sung cho bạn (nếu cần).

B4: Kết luận, nhận định (GV)

- Nhận xét ,chốt kiến thức, chuyển dẫn vào hoạt động đọc

- Viết tên chủ đề, nêu mục tiêu chung của chủ đề và chuyển dẫn tri thức ngữ văn