Giáo án anh văn lớp 6 tuần 5

Tệp tài liệu Giáo án Anh văn lớp 6 Tuần 5 chứa thông tin quan trọng về các nội dung sau: UNIT 1: HOME AND PLACES Lesson 4: 1B GRAMMAR (345) Bài học này tập trung vào phần ngữ pháp, chú trọng vào một phần cụ thể trong đơn vị 1. Học sinh sẽ học về các quy tắc ngữ pháp hoặc cấu trúc ngữ pháp liên quan đến việc mô tả nhà và địa điểm. Có thể bao gồm cách sử dụng thì hiện tại đơn, câu điều kiện hoặc cấu trúc ngữ pháp liên quan đến đề tài này. Lesson 5: 1C VOCABULARY (1234) Bài học này hướng đến việc mở rộng vốn từ vựng của học sinh về đề tài HOME AND PLACES. Nó có thể bao gồm các từ vựng về các phòng trong nhà, các địa điểm trong thành phố hoặc quy ước ngôn ngữ liên quan đến các địa điểm. Lesson 6: 1D SPEAKING (123) + PRONUNCIATION Bài học này tập trung vào kỹ năng nói và cách phát âm. Học sinh sẽ có cơ hội thực hành giao tiếp với nhau thông qua các chủ đề liên quan đến đơn vị 1, cũng như tập trung vào cách phát âm chính xác của các từ, âm tiết hoặc ngữ điệu. Tài liệu này cung cấp một cách học đa dạng từ ngữ pháp, từ vựng đến kỹ năng giao tiếp và phát âm. Nó giúp học sinh xây dựng nền tảng vững chắc trong việc mô tả nhà cửa, địa điểm và phát triển khả năng giao tiếp tiếng Anh.

Week: 05 Date of preparation: 30/09/2023

UNIT 1: HOME AND PLACES

Lesson 4: 1B GRAMMAR (345)

I./ Objectives (learning outcomes):

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

a Knowledge:

- Learn grammar about there is and there are

- Ask and answer about the furniture in a situation

- Remember the rules and use them in real situations

b Core competence and language skills

c Collaborate and develop conversation skills, analytical skills.

d Improve Ss’ analytical thinking and presentation skills.

e Build collaboration and communication.

f Personal qualities:

- Have a reflection of their background (context) from that they can appreciate what they have

- Be collaborative and supportive in pair work and teamwork

II./ Teaching aids:

- Teacher’s aids: student book and teacher’s book, class CDs, IWB software,

projector/interactive whiteboard/TV (if any)

- Students’ aids: Student books, notebooks.

III./ Procedures:

A Warm-up:

a Objectives: to introduce the new lesson and set the scene for Ss to acquire new

language; to get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow

b Content: Plurals

c Outcome: Ss can review the previous lesson

d Competence: communication, collaboration, analytical thinking skills

e Organization:

- Write some singular

nouns on the board and ask

Ss to write their plurals

- Write the plurals

Write the plural forms of the following nouns:

1 Hat

2 Bus

3 Watch

4 Box

5 Lorry

6 Leaf

7 Car

B New lesson:

1 Activity 1:

a Objectives: to present the structure there is/ there are

b Content: “there is/ there are”- grammar rules and practice

c Outcome: Ss can recognize which is missing (is/ isn’t, are/ aren’t) from the sentences

given

d Competence: communication, collaboration, critical thinking skills and creativity

e Organization:

- Ss’ books closed

- Say and write on the

board

- Explain that we use there

to say that sth exists

- Elicit how we form the

negative form of there is

- Elicit how we form the

interrogative and short

answers

- Go through the cartoon,

then go through the table

- Have Ss look at task 3,

allow them some time to

complete the gaps

- Check Ss’ answers

- Listen and take notes

- Complete the

gaps with is, isn’t, are or aren’t.

- Share with their friends

There is a pen on the desk.

There isn’t a book on the desk.

Are there pencils on the desk? Yes, there are.

Task 3: Read the table Complete the gaps with is, isn’t, are or aren’t

In the living room,

1 there isn’t a bed (✗)

2 there is a bookcase (✓)

3 there aren’t four chairs (✗)

4 there is an armchair (✓)

5 there are books on the desk (✓)

6 there aren’t two windows (✗)

2 Activity 2:

a Objectives: To practise the structure there is/ there are

b Content: Task 4

c Outcome: Ss can use the structure correctly

d Competence: communication, collaboration, critical thinking skills

e Organization:

T’s activities Ss’ activities Content

- Explain the task Allow Ss

some time to complete the

sentences

- Check Ss’ answers

- Complete the task individually and then share with their partners

Task 4: Complete the gaps with the correct form of there is – there are.

Suggested answer:

1 A:Is there a carpet in the room?

B:Yes, there is

2 A:Are there paintings on the walls?

B:No, there aren’t

3 A:Is there a bookcase in your room?

B:No, there isn’t

4 A:Are there four chairs in the kitchen?

B:Yes, there are

- Explain the task and read

out the example exchanges

- Ask Ss to ask and answer

in pairs using the picture

and the prompts

- Monitor the activity

around the class

- Work in pairs and practise asking and answering about Paul’s room

Task 5: Look at Paul’s living room

Ask and answer questions as in the example.

Suggested answer key

A:Is there a sofa?

B:Yes, there is

A:Is there a carpet?

B:Yes, there is

A:Is there a coffee table?

B:Yes, there is

A:Is there an armchair?

B:Yes, there is

A:Are there two windows?

B:No, there aren’t

A:Is there a cooker?

B:No, there isn’t

3 Activity 3:

a Objectives: to help Ss to apply their language in the real situation.

b Content: comparing Ss’ living room with Paul’s

c Outcome: Ss can apply the language into the real life

d Competence: communication, collaboration, critical thinking, presentation skills and

creativity

e Organization:

- Explain the task and read

out the example

- Ask Ss to work in pairs

and compare their living

room to Paul’s living room

- Monitor the activity

- Complete the task individually and then share with their friends

- Present to their

Compare your living room to Paul’s.

In my living room, there is a sofa In Paul’s living room, there is a sofa, too In my living room, there are three armchairs In Paul’s living

around the class and then

ask some Ss to share their

answers with the class

- Check Ss’ answers

class room, there is one armchair

Suggested answer

In my living room, there is a sofa In Paul’s living room, there is a sofa, too In my living room, there is a desk In Paul’s living room, there isn’t a desk In my living room, there

is a coffee table In Paul’s living room, there is a coffee table, too.

C Consolidation

- Learn structure there is/ there are

- Describe your living room and compare it with another

D Homework assigned

- Learn structure there is/are

- Do exercises in the workbook (page 13)

Week: 05 Date of preparation: 02/10/2023

UNIT 1: HOME AND PLACES

Lesson 5: 1C VOCABULARY (1234)

I./ Objectives (learning outcomes):

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

a Knowledge:

- Learn vocabulary and pronunciation about places in the town

- Understand announcements and messages in public places

- Know how to ask and give directions to someplace

- Learn signs

b Core competence and language skills:

- Read the map and give directions

- Build critical thinking, communication skills

- Develop creativity

- Sustain communitive dialogue

c Personal qualities:

- Build their love and appreciate their hometown

- Be collaborative and supportive in pair work and teamwork

II./ Teaching aids:

- Teacher’s aids: student book and teacher’s book, class CDs, IWB software,

projector/interactive whiteboard/TV (if any)

- Students’ aids: Student books, notebooks.

III./ Procedures:

A Warm-up:

a Objectives: to introduce the new lesson and set the scene for Ss to acquire new

language; to get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow

b Content: Game: Miming

c Outcome: Ss can brainstorm the vocabulary related to the topic.

d Competence: communication, collaboration, analytical thinking skills

e Organization:

- Divide the class into 2

groups

- Write the places in the

paper and ask Ss to mime in

front of the class for their

friends to guess the words

- Take part in the activity

(Ss can take notes)

Game: miming

1 School

2 Post office

3 Restaurant

4 Theatre

5 Library

6 Toy shop

- The group having the

correct answers is the

winner

7 Hospital

8 Supermarket

9 Park 10.Museum

B New lesson:

1 Activity 1:

a Objectives: Present the vocabulary related to shops & services and improve Ss’

pronunciation

b Content: Task 1,2

c Outcome: Ss can remember the vocabulary and use them in the real situation.

d Competence: communication, collaboration, critical thinking skills and

personalisation

e Organization:

- Ask Ss to look at the

map Play the recording

with pauses for Ss to

repeat chorally and/or

individually

- Check Ss’

pronunciation and

intonation

- Look at the map.

Task 1: Look at the map listen and repeat (1.18)

(hospital, cinema, police station, school, park, department store, supermarket, restaurant, gym, post office, clothes shop, fast food restaurant, car park, sports shop, music shop, bookshop, toy shop, theatre, museum, fishmonger’s, library)

- Allow Ss some time to

do the task in closed

pairs

- Check Ss’ answers

(Ss’ own answers)

- Work in pairs to complete the task

Task 2: Tell your partner which places are/aren’t near your house

Ex: Near my house, there is a cinema,

a gym and a park There isn’t a toy shop

2 Activity 2:

a Objectives: To give Ss a chance to practise the language they have learnt.

b Content: Task 4,5: Giving directions

c Outcome: Ss can use the language in their real life situation

d Competence: communication, collaboration, critical thinking skills and creativity

e Organization:

- Read out the box and

explain the task and ask two

Ss to model the example

- Ask Ss to take turns and

- Listen and take notes

- Work in pairs

to complete the

Task 3: Use the phrases in the box

and the map to give directions from:

- the school to the bookshop - the

give directions in pairs

using the phrases in the box

and the map

- Monitor the activity

around the class and then

ask some pairs to give

directions in front of the

class following the

example

task fishmonger’s to the hospital - the

police station to the library - the gym

to the museum - the restaurant to the police station

Ex:

A: Can you tell me how to get to the bookshop, please?

B: Certainly First, go down Marple Street and turn right into Park Avenue

- Ask Ss to look at the

pictures and elicit in which

of the places in Exercise1

they can see in each sign

- Elicit what they mean

from various Ss around the

class

- Look at the pictures and say

in which of the places in

Exercise 1 they can see in each sign

Task 4: Look at the pictures below

In which of the places in Exercise 1 can you see them? What do they mean?

Suggested answers

1 library – do not use your mobile phone

2 park – do not walk on the grass

3 hospital – only emergency vehicles can park here

4 supermarket – please return your trolley here

5 cinema – the film showing at the moment

6 gym – shower before you use the pool

3 Activity 3:

a Objectives: to help Ss to apply their language in the real situation.

b Content: Role-play – giving directions

c Outcome: Ss can ask and reply to the the way to somewhere.

d Competence: communication, collaboration, critical thinking, presentation skills and

creativity

e Organization:

- Ask Ss to work in pairs

and one will ask and one

will answer (change the

role)

- Have Ss practise

- Monitor the class and

help Ss if necessary

- Work in pairs and one will ask and one will answer

(change the role)

Task 5: Imagine that you are

standing in front of your school gate and a stranger come and ask you the way to somewhere.

Your conversation should have: + greetings (hi, hello)

+ asking for help + giving directions + thanking and saying goodbye

C Consolidation

- Vocabulary about places in the town.

- Announcements and messages in public places

- Asking and giving directions to someplace

D Homework assigned

- Learn vocabulary about places in the town

- Do exercises in the workbook (page 14)

Week: 05 Date of preparation: 03/10/2023

UNIT 1: HOME AND PLACES

Lesson 6: 1D SPEAKING(123) + PRONUNCIATION

I Objectives (learning outcomes):

By the end of this lesson, students will able to:

a Knowledge:

- Pronounce /ɑ:/, /ɔ:/ correctly

- Learn and practice structures to describe a house

- Read for cohesion and coherence

b Core competence and language skills:

- Practise describing their home, act out a dialogue, role play a dialogue

- Build up communication skills

- Read for specific information

- Sustain communitive dialogue

c Personal qualities:

- Build their love and appreciate their house

II Teaching aids:

- Teacher’s aids: student book and teacher’s book, class CDs, IWB software,

projector/interactive whiteboard/TV (if any)

- Students’ aids: Student books, notebooks.

III./ Procedures:

A Warm-up:

a Objectives: to introduce the new lesson and set the scene for Ss to acquire new

language; to get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow

b Content: Task 1a

c Outcome: Ss can read for specific information and improve reading skill.

d Competence: communication, collaboration, analytical thinking skills

e Organization:

- Ask Ss to look at the

pictures and then give them

time to read the dialogue

and decide which picture

shows Barry’s bedroom

- Read the dialogue and find out the answer

Task 1

a) Which is Barry’s bed, A or B? Read through the dialogue and find out.

Answer key: B

B New lesson:

1 Activity 1:

a Objectives: To introduce function language and a model dialogue.

b Content: Task 1b, task 2

c Outcome: Ss can practise the dialogue and improve their speaking skill

d Competence: communication, collaboration, critical thinking skills and creativity

e Organization:

- Ask Ss to read the

sentences A-D and then

give them time to read the

dialogue again and

complete the gaps

- Check Ss’ answers

- Read the dialogue and complete the task

1.

b) Complete the dialogue with the

sentences (A-D) Listen and check Which words are stressed in each sentence.

- Ask Ss to work in pairs,

take roles and act out the

dialogue

- Practise speaking in pairs

Task 2 Act out the dialogue in pairs.

2 Activity 2:

a Objectives: To let Ss practise pronouncing individual words with the vowels: /ɑ:/, /ɔ:/

and provide a model dialogue

b Content: Pronunciation and speaking

c Outcome: Ss can pronounce the vowels /ɑ:/, /ɔ:/ correctly and practise the dialogue.

d Competence: communication, collaboration, critical thinking skills and creativity

e Organization:

- Explain the task and

play the recording

- Check Ss’ answers

- Play the recording

again Ss listen and

repeat either chorally or

- Listen and tick the correct box

PRONUNCIATION Listen and tick (✓) Listen again and repeat (1.20)

3 Activity 3:

a Objectives: to help Ss to apply their language in the real situation.

b Content: Task 3

c Outcome: Ss can act out a dialogue similar to the model one.

d Competence: communication, collaboration, critical thinking, presentation skills and

creativity

e Organization:

- Explain the task and read

out the example

- Give Ss time to complete

the task

- Check Ss’ answers

- Ss practice the dialogue

- Complete the task individually and then share with their friends

- Practise the dialogue in pairs

Task 3 Complete the exchanges

with the phrases below.

- What’s your house like?

- Is your room big?

- Is there a garage?

- Is it near a park?

1

A: _ B:My house is small and modern

2 A:Is there a garage?

B:No, there isn’t, but there’s agarden

3 A:Is your room big?

B:No, it’s small

4 A:Is it near a park?

B:Yes, it is

C Consolidation

- Vowels /a:/, / ͻ:/ correctly

- Structures to describe a house

D Homework assigned

- Learn structures to describe a house

- Do exercises in the workbook (page 15)