Tiếng Anh 6 - Peroid 44 - Unit 6: Our tet holiday - Lesson 3: A closerlook - 2

Nội dung text: Tiếng Anh 6 - Peroid 44 - Unit 6: Our tet holiday - Lesson 3: A closerlook - 2

1. Date of planning: Peroid 44 : UNIT 6 : OUR TET HOLIDAY Date of teaching: Lesson 3 : A CLOSERLOOK - 2 WEEK: THIS UNIT INCLUDES: Vocabulary Skills: - Things and activities at Tet - Reading about New Year’s practices Pronunciation: - Talking about what children should/ shouldn’t Sounds: /s/ and /∫/ do at Tet. Grammar - Listening about preparations for Tet. - Should/ shouldn’t for advice - Writing an email about what children should/ - Some/ any for amount shouldn’t do at Tet. Everyday English Saying New Year’s wishes. I. OBJECTIVES: 1. Knowledge: - To introduce topic of the lesson Our Tet holiday. To teach grammar, modal verb: should/ shouldn’t for advice and use some, any for amount. + Vocabulary: - Use the words related to the topic Tet holiday in Viet Nam. - To pronounce the sounds /s/ and /∫/ correctly; + Grammar: - Use modal verb : should/ shouldn’t for advice - Use some , any for amount 2. Competence: By the end of the lesson students will be able to learn how to use should/ shouldn’t for advice and use some, any for amount 3. Quality/ behavior : To educate the love and preservation of traditional customs and traditions Having a good behavior toward the adult and the elderly people on Tet holiday. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, . - Method;: T-WC; group works; individual III. PROCEDURE: Grammar 1. WARM UP & INTRODUCTION (3’-5’) Aim: To introduce the topic of the lesson Should / shouldn't for advice - Ask Ss to look at the picture and ask them some questions to focus their attention to the situation before focusing on the use of should / shouldn't, e.g. Where are they? Why is Nam wearing a raincoat? What will happen if Nam comes into the kitchen with his raincoat still on?write the mother's response on the board and underline the word shouldn't. - Write In the classroom on the board. Write the words run, keep quiet, make noise, etc. on the board and ask Ss for simply Yes (to show it can be done in the classroom) or No if not. If the answer is Yes, tick the word. If No, cross the word. Keep them on the board for later use. * Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson * Organisation :Teacher’s instructions
2. Teacher’s & Student’s activities Content + Greeting + Greeting + Chatting + Chatting - Teacher (T) asks Ss some questions about - T_Ss them and class. - Students (Ss) listen and learn how to do it. - Ask Ss to open their book and introduce what - Open their book and write . they are going to study . - Lead in the new lesson. 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Grammar : Should / shouldn't for advice Aim: To give Ss more opportunities to practise the use of should / shouldn't in real context. * Content: Using the modal verb should / shouldn't for advice * Outcome: Ss can use modal verb should / shouldn't to give advice . * Organisation :Teacher’s instructions . Teacher’s & Student’s activities Content 1. Look at the signs at the library and 1. Look at the signs at the library and complete the sentences with should or complete the sentences with should or shouldn't. shouldn't. - Write the word LIBRARY on the board and - T_Ss ask Ss to say what they should / shouldn't do - Listen carefully to the teacher’s instructions when they are in a library. and learn how to use the verb. Then ask Ss to look at the four signs in the book - Ss work individually and have them complete the sentences. Allow - Do the tasks them to share their answers with a partner. - Compare the answers. - Call on some Ss to read aloud the sentences and checkthelr answers as a class. If there Is still time, ask Ss to refer to the notes - Give the answers of In the classroom on the board and practise saying the sentences with should / shouldn't. Key : - Ask Ss work independently. 1. should 2. shouldn't 3. should - Have Ss read the sentences. 4. shouldn't. - Check their answers as a class. - Confirm the correct answers. - Ask Ss to look at Remember! box and allow them one minute to memorise it. 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss see what activity is good / not good to be done at Tet. * Content: Doing exercise using should/ shouldn’t for advice by looking at the signs at the library. * Outcome: Ss can use the verb should/ shouldn’t correctly. Remember * Organisation :Teacher’s instructions
3. Teacher’s & Student’s activities Content 2. Tick (✓) the activities children should do 2. Tick (✓) the activities children should do at Tet and cross (x) the ones they shouldn’t at Tet and cross (x) the ones they shouldn’t – Have Ss study the Remember! box. T explains Remember! and gives examples. - We use should for things that are good to do (For a better class, T may ask Ss to give more - We use shouldn’t for things that are not good examples.) to do - Ask Ss to look at the pictures and read the - Ss work individually phrases under the pictures. Then tick (it's good) - Do the tasks or cross (it's not good) each picture. The - Compare the answers. pictures help make the meanings of the phrases - T_Ss clear. * Key : - Check the answers as a class - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Confirm the correct answers. - Copy into notebook. ACTIVITY 3 Aim: To help Ss form sentences using should / shouldn't. * Content: To make sentences using should / shouldn't : what children should / shouldn't do. * Outcome: Ss understand more about the using should / shouldn't. * Organisation :Teacher’s instructions . Teacher’s & Student’s activities Content 3. Work in pairs. Look at the activities in 2. 3. Work in pairs. Look at the activities in 2. Take turns to say what you think children Take turns to say what you think children should/ shouldn’t do. should/ shouldn’t do. - This activity allows Ss to produce sentences - T_Ss with the target language of should / shouldn't, using the prompts in 2. - Listen to the instructions clearly - Ask Ss to use ticks and crosses for activities in 2 and the examples on the board to help. - Ss to work in pairs - Go round and give help If needed. - T_Ss - Make sure Ss combine should / shouldn't and - Ss learn how to use them the main verb correctly. - Make sure they pronounce the words should and shouldn't correctly too. - Check the answers as a class. ACTIVITY 4: Aim: To give Ss some controlled practice on the use of some/ any. * Content: The use of some and any. Doing exercise using some and any. * Outcome: Leaning how to use some and any correctly. Remember! * Organisation :Teacher’s instructions .
4. * Explain to Ss the meaning and use of some/ any Remember! / On page 62 + By this time, Ss have seen / used some and any already. This is just a summary of their use. – Ask Ss to read the remember grammar box. – Tell them to pay attention to the phrases in bold in the sentences to see how some and any are used differently (positive, negative, and question). – Remind them that some and any can be used with both countable / uncountable nouns. When they go with countable nouns, the nouns are always in plural. Teacher’s & Student’s activities Content Some /any for amount 4. Complete the sentences with some or any Remember! - T_Ss * Ask Ss learn how to use : Some , any. - Listen to the instructions carefully + Some : (+) My mother bought some fruits - Work in pairs. (+) I need some milk for the cake. - Do themselves + any (-) I can’t answer any questions (-) Do you have any sugar? - Give the answers 4. Complete the sentences with some or any - T_Ss - Apply the rules in the box. Ask Ss to look for clues (+ or - / ? sentences) and decide whether to use some or any. - Check their answers as a class and explain the choice. Key: - Ask other Ss to give comments 1. some, some 2. any 3. any, some - Check and confirm the correct answers 4. FURTHER PRACTICE/APPLICATION (8’) ACTIVITY 5 Aim: To give Ss much freer practice with some / any in real context. * Content: Make sentences with words provided using some or any * Outcome: Ss can use some or any correctly in real contexts. * Organisation :Teacher’s instructions . Teacher’s & Student’s activities Content 5. Work in pairs . Look at the fridge. Make 5. Work in pairs . Look at the fridge. Make sentences with the words/ phrases provided, sentences with the words/ phrases provided, using some or any. using some or any. - This activity allows Ss to use some and any for - T_Ss speaking in a more authentic situation. - Listen to the instructions carefully - Ask Ss to look at the fridge and read the examples. Draw Ss' attention to the change of - Work in pairs. the verb be in the use with some or any (in the examples). - Have Ss do this activity in pairs. Go round and - Compare the answers.
5. help if needed. - Call on some pairs to read their sentences. - Give the answers. Don't correct their mistake whether It Is a vocabulary or grammar mistake. Ask other Ss to listen and say if they agree (yes) or don't agree (no) and correct it by themselves. - Checkthelranswersasaclass. - If there is enough time, encourage Ss to expand to the other items in the fridge or ask *Key: them to describe things in their fridges at home. 1. There are some eggs (in the fridge). - Discuss answers as a class. For less able Ss, T 2. There is some fruit juice. / There are some can give hints by saying some verbs / phrases packs of fruit juice. such as: 3. There aren't any apples. listen to the teachers' lessons / fight in class / 4. There isn't any bread. speak Vietnamese in the English class, etc. As 5. There are some bananas. an extension, Ss can act out the sentences 6. There is some cheese. among themselves. 5. WRAP-UP & HOME WORK (2’) * Summarisise the main grammar points of the lesson. - Use the classroom to demonstrate some actions and Ss comment, using should/shouldn't. E.g. open the door and window when the air conditioner is on, put your feet on the table, play loud music Ss respond: You shouldn't put your feet on the table, etc. - Take some books to show to Ss. Ss respond by saying: You have some books. Put all the books down and show your hands without any books. Ss respond by saying: You don't have any books. * HOME WORK - Revise the form and use of comparative adj. - Do more exercises in workbook. - Prepatre new lessons. ===