Giáo án anh văn lớp 6 tuần 7

UNIT 1: Lesson 10: 1F SKILLS (567) Trong Unit 1 của giáo án Anh văn lớp 6, Lesson 10 tập trung vào phát triển kỹ năng ngôn ngữ (1F) thông qua các hoạt động 567. Bài học này nhằm mục tiêu cải thiện kỹ năng nghe, nói, đọc và viết của học sinh thông qua các bài tập và hoạt động thực hành. Lesson 13, 14: PROGRESS CHECK (p. 34, 35) Lesson 13 và 14 đều là các bài kiểm tra tiến độ (Progress Check) nằm trên trang 34 và 35 của tài liệu. Những bài kiểm tra này giúp học sinh đánh giá năng lực của mình sau khi hoàn thành các bài học trong Unit 1, cung cấp phản hồi và cơ hội để làm chắc kiến thức đã học. UNIT 2: EVERY DAY Lesson 1: GETTING STARTED + VOCABULARY (1,2) Unit 2 tập trung vào chủ đề Every Day. Lesson 1, Getting Started, giới thiệu về chủ đề này thông qua các tình huống thực tế. Phần từ vựng (1,2) cung cấp các từ cần thiết để hiểu và sử dụng trong các tình huống hàng ngày. Tệp tài liệu Giáo án Anh văn lớp 6 tuần 7 là nguồn thông tin quý giá dành cho giáo viên và học sinh với các bài học cụ thể, các hoạt động thực tế nhằm phát triển kỹ năng ngôn ngữ và kiểm tra tiến độ. Tìm hiểu chi tiết về từng Unit và Lesson để xây dựng nền tảng vững chắc trong việc học tiếng Anh.

Week: 07 Date of preparation: 14/10/2023

UNIT 1: HOME AND PLACES

Lesson 10: 1F SKILLS (567)

I Objectives (learning outcomes):

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

a Knowledge:

- Learn vocabulary: Nouns (countryside, suburb, driveway, floor, row)

b Core competence and language skills:

- Raise Ss’ cross-culture awareness

- Improve their listening and writing skill, analytical skill, critical thinking skill

- Listen for specific information

- Write the punctuation correctly

- Write a letter about their house

c Personal qualities:

- Build their love and appreciate their home

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.

Procedures:

A Warm-up: (5 minutes)

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: Types of houses

c Outcome: Ss can improve their listening skill

d Competence: communication, collaboration, analytical thinking skills

e Organization:

- Read the definition

of the types of houses

in Britain

- Ss listen to teacher

and answer what type

of houses are

- Complete the task individually and then share with their friends

Listen and answer what types of houses are mentioned:

1 It is on its own with a garden and a driveway They are big and expensive and are usually in

the suburbs (Detached)

2 In city centres, these homes are on top of each

other! (blocks of flats)

3 In the countryside, they are small and pretty

with big gardens (cottages)

4 They have only got one floor They are in

small towns and the suburbs (Bungalows)

B New lesson: (35 minutes)

1 Activity 1: (10 minutes)

a Objectives: To help Ss improve their listening skill

b Content: Task 5

c Outcome: Ss can practise listening for specific information.

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

e Organization:

- Ask Ss to read the

questions and look at the

picture options

- Ask Ss to describe each

picture in each option using

their sentences

- Play the recording for Ss to

listen and complete the task

- Check Ss’ answers

- Read the questions and look at the picture options

- Complete the task individually and share with their friends

Listening

Task 5 Listen and choose the correct

answer (A, B or C).

2 Activity 2: (10 minutes)

a Objectives: To introduce the punctuation rules and practise punctuating.

b Content: Punctuation rules and task 6

c Outcome: Ss can use the punctuation correctly.

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

e Organization:

- Read out the

Punctuation box and

explain the task

- Listen and take notes

Punctuation marks

We use:

- a full stop (.) at the end of a sentence e.g

My house is big

- commas (,) to separate elements in a list e.g There is a sofa, a lamp, an armchair and

a TV in the living room

- a question mark (?) at the end of interrogative sentences e.g Is it small?

- an exclamation mark (!) when we want to

give emphasis in an affirmative or negative

sentence e.g I love my house!

- Give Ss time to - Complete Task 6 Punctuate the sentences

complete it and check

their answers

the task individually and then check with their friends

1 Is there a garden outside?

2 My house has got a kitchen, a living room,

two bedrooms and a bathroom

3 My house is great!

3 Activity 3: (15 minutes)

a Objectives: to help Ss to complete a letter about their house

b Content: Task 7

c Outcome: Ss can write a letter to their English- speaking friend about their house.

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

creativity

e Organization:

- Explain the task and ask

Ss to write a letter to

their English-speaking

friend about their house

using the letter frame to

help them, including the

points mentioned

- Allow Ss time to

complete the task and

check their answers

- Ask Ss to exchange

their writing with their

friends and correct any

possible mistake

- If there is enough time,

teacher can call one

student to go to the board

and write their letter

- Complete the task individually and then share with their friends

- Read their friends’ letter and give comments

Task 7 Complete a letter to your

English-speaking friend about your house (about 50 words) Write about

where it is and what there is outside/inside.

Suggested answer

Hi Liam, Thanks for your letter My house is great!

It is in the suburbs Outside, there is a big garden and a garage Inside, there is a living room and a kitchen downstairs Upstairs there is a bathroom and three large bedrooms

Write soon

Peer correction

Check structures:

- There is/ are

- a/an/ the -some/ any

C Consolidation (3 minutes)

- Vocabulary: Nouns (countryside, suburb, driveway, floor, row)

- The punctuation

- A informal letter to a friend about their house

D Homework assigned (2 minutes)

- Learn grammar about plurals and this/ these- that/those

- Do exercises in the workbook (page 17)

Week: 07 Date of preparation: 16/10/2023

UNIT 1: HOME AND PLACES

Lesson 13,14: PROGRESS CHECK (p 34,35)

I Objectives (learning outcomes):

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

a Knowledge:

- Review vocabulary related to the house

- Review grammar and structures in unit 1

b Core competence:

- Develop self-study skills

- Self-evaluate their progress

- Develop conversation skills and creativity

- Be collaborative and supportive in pair work and teamwork

c Personal qualities:

- Build their love for their home

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.

Procedures:

1 Activity 1: (15 minutes)

a Objectives: To help Ss review the vocabulary, grammar points, English phrases for

everyday communication they have learnt

b Content: Progress check 1-7

c Outcome: Ss can remember and practise doing what have been learnt

d Competence: communication, collaboration, critical thinking skills

e Organization:

- Ask Ss to do the

exercise

individually and

then share with their

partners

- Check Ss’ answer

- Do the

exercise individually and then share with their partners

Vocabulary

1 Choose the odd word out

1 kitchen – bedroom – bathroom – carpet

2 bookcase – wardrobe – library – cupboard

3 pillow – armchair – sofa – chair

4 floor – door – window – garden

5 hospital – garage – gym – cinema

- Ask ss to do the

exercise

individually and

- Do the exercise individually

2 Find the places and complete the crossword:

1 gym

2 museum

3 hospital

then share with their

partners

- Check Ss’ answer

and then share with their partners

4 library

- Ask Ss to do the

exercise

individually and

then share with their

partners

- Ask Ss to explain

the rules

- Check Ss’ answer

- Do the exercise individually and then share with their partners

Grammar

3 Fill in the gaps with there is or there are

1 There are curtains in the bedroom

2 There is a cooker in the kitchen

3 There are two windows in the room

4 There is a table in the living room

- Ask Ss to do the

exercise

individually and

then share with their

partners

- Ask Ss to explain

the rules

- Check Ss’ answer

- Do the exercise individually and then share with their partners

4 Fill in the gaps with some or any

1 Are there any books on the desk?

2 There are some pillows on the bed

3 There aren’t any posters on the wall

4 There are some cupboards in the kitchen

- Ask Ss to do the

exercise

individually and

then share it with

their partners

- Check Ss’ answer

- Do the exercise individually and then share with their partners

5 Choose the correct item

1 These are the men’s/mens’ hats

2 The sofa is under/opposite the chair

3 These are the girls/girl’s dresses

4 The carpet is above/in front of the bed

5 The wardrobe is in/near the bed.

- Ask Ss to do the

exercise

individually and

then share with their

partners

- Ask Ss to explain

the rules

- Check Ss’ answer

- Do the exercise individually and then share with their partners

6 Fill in the gaps with this, these, that, and those.

1 _ is a chair and _ is a desk (That/

this)

2 _ are books and _ are magazines

(Those/these)

3 _ is a guitar and are glasses

(That/ these)

4. _ are shoes and _ is a cap (Those/ this)

- Ask Ss to do the

exercise

- Do the exercise

Everyday English

7 Complete the dialogue with:

- It’s great!

individually and

then share with their

partners

- Check Ss’ answer

- Ask Ss to practice

in pairs and then

present in front of

the class

individually and then share with their partners

- Work in pairs to practise the dialogue

- Is there a balcony?

- What’s your new house like?

- What’s your room like?

A: Hi, Paul! 1) What’s your new house like? B: Hi, Jessie! 2) It’s great! It’s got a kitchen, a

living room and a bathroom downstairs, and two bedrooms and a bathroom upstairs

A: 3) What’s your room like?

B: It’s not very big There’s a bed, a desk and a chair

A: 4) Is there a balcony?

Yes, there is

2 Activity 2: (20minutes)

a Objectives: To help Ss review and practise the language and the skills they have

learnt and to improve Ss’ self-evaluation and self-reflection

b Content: Progress check 1-7

c Outcome: Ss can use what they have learned in communication.

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

synthesizing skills and creativity

Content Activities

- Ask Ss to do the

exercise individually

and then share it with

their partners

- Check Ss’ answer

- Do the exercise individually and then share

it with their partners

Reading

8 Read the text and answer the questions in your notebook.

1 Where is Independence Palace?

In Ho Chi Minh City

2 How many levels has it got?

5 levels

3 What is there on the roof?

There is a heliport on the roof

4 When is it open?

From 7.30 am

- Play the recording

twice and ask Ss to

listen and try to find

out the answer

individually

- Check Ss’ answer

- Do the exercise individually and then share

it with their partners

Listening

9 Listen and choose the correct answer (A,

B or C).

Answer key

1 A 2 C

3 B 4 C

- Ask Ss to do the

exercise individually

and then share with

their partners

- Check Ss’ answer

- Do the exercise individually and then share

it with their partners

10 Complete a letter to Mark about your neighbourhood (about 50words) Write about

where it is, what there is/isn’t in it and how you like it.

Hi Mark,

My neighbourhood is _ It’s got

_ There isn’t _

My neighbourhood is _ What about your neighbourhood?

Write soon

_

- Ask Ss to reflect on

what they have learnt

and rank how well

they master the lesson

- Explain more

whatever Ss don’t

understand

- Do the exercise individually and then share

it with their partners

C Consolidation (3 minutes)

- Consolidates ss more about the main contents of the lesson

D Homework assigned (2 minutes)

- Learn grammar and vocabulary of unit 1

- Do exercises in the workbook (page 20-21)

Week: 07 Date of preparation: 17/10/2023

UNIT 2: EVERY DAY

Lesson 1: GETTING STARTED + VOCABULARY (1,2)

I Objectives (learning outcomes):

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

a Knowledge:

- Learn vocabulary about daily routine/free time activities.

- Talk about the morning/afternoon/evening routine.

- Use some linkers to show a sequence of events.

b Core competence & language skills:

- Develop generalization & conversation skills and creativity

- Express grammatical relationships in spoken utterances at the level of the sentences

c Personal qualities:

- Set good daily routine

II Teaching aids:

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

projector/interactive whiteboard /TV (if any)

- Students’ aids: Student books, notebooks.

Procedures:

A.Warm-up: (5 minutes)

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: describing pictures

c Expected outcomes: Ss can review the vocabulary about free time activities.

d Competence: communication, collaboration, analytical thinking and generalising

skills

e Organization:

- Divide class into 2 groups

- Ask Ss to close their

books and look at the

pictures on the screen

- Check Ss’ answers

- Work in groups

- Guess what free time activities are shown on the screen

What activity is it in each picture?

=> take a shower

=> watch TV

=> do homework

=> go to bed

B New lesson:

1 Activity 1:

a Objectives: to present vocabulary about daily routine and introduce linkers: first, then, next, after (that)

b Content: vocabulary & linkers

c Expected outcomes: Ss can review vocabulary about daily routine and understand linkers: first, then, next, after (that)

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

e Organization:

- Ask Ss to look at the

numbered pictures

- Play the recording

with pauses for Ss to

repeat

chorally and/or

individually

- Check Ss’

pronunciation and

intonation

- Play the video for Ss

and elicit their

comments

(Play the video for Ss

and elicit their

comments)

- Look at the numbered pictures

- Listen and repeat chorally and/or individually

Task 1 Looks at the pictures Listen

and repeat (2.1)

- Read out the Note!

Box

- Explain the use of

- Read and take notes

Note!

Linkers: first, then, next, after (that)

these linkers (give

examples)

- Check

Ss’pronunciation

- Elicit the students’

native language

equivalents

(Ss’ answers)

- Show the paragraph

on the screen

- Check Ss’ answer

- Read the paragraph and fill

in the blanks with the suitable

linkers

- Compare with their friends

*Checking understanding:

Fill in the blanks with the suitable linkers.

In the morning, I get up at 7 o’clock, take

a shower and have breakfast (1) , I brush my teeth.(2) , I walk to school

Suggested answers

1 Then/Next

2 After that

2 Activity 2:

a Objectives: to give Ss a chance to practise their new language

b Content: Task 2- Daily activity

c Expected outcomes: Ss can practise the new language (linkers) in the real situation.

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

e Organization:

- Explain the task and

read out the example

- Remind Ss to use links

where appropriate

- Ask various Ss around

the class to tell the rest

of

the class about your

(Mary’s) Monday

routine

- Give comments if

necessary

- Imagine a story and tell about their routine on Monday

- Complete the task individually and then share with their partners

Task 2 Imagine you are Mary Use

phrases from Exercise 1 to tell the class about your morning/ afternoon/evening routine on Mondays.

…

Suggested answers

In the morning, I get up at 7 o’clock, take a shower and have breakfast Then, I brush

my teeth After that, I walk to school At noon, I have lunch In the afternoon, I finish school and come back home I do my homework and then I go to basketball practice In the evening, I have dinner Then, I watch TV and after that I watch videos online Then, I play video

games and after that I go to bed