Giáo án thí điểm Tiếng Anh 6 - Unit 3: My Friends

UNIT 3: MY FRIENDS

Lesson 1: Getting Started - A surprise guess

I. Objectives:

By the end of the lesson, Ss will be able to:

- Know some vocabularies about body parts, appearance and personality.

- Know how to use Adjective, ask for help “Can you ?” and make a suggestion “Would you like ?”

- Understand the conversation

II. Language Focus:

 1. Vocabulary: the lexical items related to the topic “My friends”.

 2. Structures: Verbs be and have for descriptions.

 The Present continuous for future.

III. Method: Communicative approach

IV. Teaching aids: Course book, CD player, picture.

 

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ite requests and suggestions. Put the words in the correct order.
Key: 
Making and responding to a request:
 1. Can you pass the biscuits for me, please?
 2. Yes, sure.
Making and responding to a suggestion:
 1. Would you like to sit down?
 2. Oh, sorry. We can’t.
2. Game: Lucky numbers
1. pass the pen
2. play outside
3. move the chair
4. listen to music
5. turn on the lights.
6. have a picnic.
Adjectives for personality
3. Choose the adjectives in the box to complete the sentences.
Key:
1.create	2. Kind	
 3. confident	4. Talkative
 5. clever
4. Complete the sentences
Key:
 1. am	2. Is 	3. Isn’t
4. aren’t	5. Is	6. Are
Production
 8’
- Ask Ss to look at the picture and answer the questions.
- Correct their answers
5.Game: Friendship Flowers
In groups of four, each member writes in the flowers petal two adjectives for personalities which you like about the others. Compare and discuss which two words best describe each person.
Homework
 2’
- Practice the conversation.
- Prepare the next lesson 
(A closer look 1)
VI. Comments
Week:	Date of planning: 09 / 09 / 2015
Period: 17	Date of teaching: / /
UNIT 3: MY FRIENDS
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /b/ and /p/ in isolation and in context; use vocabulary and structures about body parts and appearance.
II. Language Focus:
	1. Vocabulary: the vocabulary about body parts and appearance.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player, flash cards.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
Have Ss recall some parts of body 	
Body parts
Presentation
 15’
T gives parts of the body
 - Ss do matching
 - T plays the recording 
- Ss repeat the words and read 
- Ask Ss to match the words they know.
- Allow Ss to work together. Point out the irregular using the “watch out” box. Play the recording as many times as required to support Ss pronunciation.
- Review and test Ss’ comprehension by asking them to respond to imperative sentences.
 VOCABULARY. (matching )
Face khuỷu tay
Arm tai
Ears mặt
Elbow má
Knee	 cánh tay
Foot	 chân
 Neck đầu gối
Leg cổ
Hand bàn tay
Cheek bàn chân
&Vocabulary
Appearances
1. Match the words with the pictures on the cover page of 4Teen magazine.
Watch out!
Eye – eyes
Tooth – teeth
Hand – hands
 Foot -feet
Practice
 15’
- Explain that some words go together, but some don’t.
- Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches. 
- Ask Ss to complete the word webs in their books.
- Play the recording.
- Ask Ss to listen and repeat the words.
- Have Ss practice reading the words first.
- Play the recording for Ss to listen and do the task.
- Ask Ss to listen while T play the recording.
- Ask Ss to chant along. Provide further practice by dividing the class into 2 groups. Have groups sing alternate lines.
- Stick some pictures of people from magazines on the board. Call out a description, and have Ss touch the appropriate picture while repeating the sentence. Next, point to pictures and form sentences. Point out that do or does is added to the start of questions and the end of answers.
- Ask Ss to do this exercise individually first then compare their answers with a partner. 
- Check Ss’answers.
- Ask Ss to match the pictures to the people. Discuss the answers, and ask Ss to recall parts of the recording that help them to do the matching.
2. Create word webs.
Key: 
- Long/short: legs, arms, tail, hair.
- Big/small: head, ears, feet, eyes, nose.
- Black/blonde/curly/straight: hair, fur.
- Chubby: face, cheeks.
- Round/long: face.
& Pronunciation /b/ and /p/
3. Listen and repeat (page 28)
Picnic biscuit blonde 
black big patient
4. Listen and circle the words you hear.
Key:
 1. play 2. band 3. Ponytail
 4. brown 5. Picnic 6. pretty
5. Listen. The practice the chant. Notice the rhythm.
& Grammar
Have for descriptions
6. Look at the cover page of 4Teen magazine and make the sentences.
Key:
 1. – Does the girl have short hair?
 - No, she doesn’t.
 2. Does Harry Potter have big eyes?
 3. The dog has a long tail.
 4. - And you, do you have a round face?
 - Yes, I do / No, I don’t.
7. Phuc, Duong and Mai are talking about their best friends. Listen and match.
Key:
Phuc: c	Duong: a	Mai: b
Production
 8’
- Ask Ss to fill in the gaps by recalling the recording and using the information in the grammar input box. Play the recording to allow Ss to check their answers.
8. What are the missing words? Write is or has. Listen again and check your answers
 1. has 2. Is 3. Has 4. Is 
 5. Has 6 is
Homework
 2’
- Learn vocabulary by heart.
- Prepare the next lesson 
(A closer look 2)
VI. Comments
Week:	Date of planning: 09 / 09 / 2015
Period: 18	Date of teaching: / /
UNIT 3: MY FRIENDS
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use the present continuous to talk about future plans and arrangements.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player, pictures.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
Organizing
- Have ss play alphabet games
- T calls each letter of the alphabet
- Ask Ss to try to recall a verb beginning with each letter
Alphabet game
Eg: A- act, ask 
 B- buy, bring ....
Presentation
 15’
- Play the recording and ask Ss to listen and follow the conversation on the page. Play the recoding again and ask Ss to circle all the verbs. 
- Use grammar box to describe actions happening now, and some describe plans for the future. Point out contextual clues, such as use of adverbs of time.
- Ask Ss to fill in the table with sentences from the conversation.
- Ask them to feedback with reasons for their choices.
& Grammar
The Present continuous for future.
1. Listen again to part of the conversation.
2. Now, underline the present continuous in the conversation. Write them in the table.
Actions now
Plans for future
They’re coming over.
Example: This evening, we are working on our school project.
Practice
 15’
- Ask Ss to complete the sentences individually. Remind them to pay attention to the “be” verb and to the spelling of verbs ending. Discuss any difficulties before Ss attempt 4.
- Ask Ss to write N for actions happening now, and F for future plans.
3. Write sentences about Mai’s plans for next week .use the present continuous for future.
Example: She’s finishing her homework. (finish)
Key: 
 1. is talking	2. isn’t going	
 3. is visiting	4. is having
4. Sort them out! Write N for Now and F for future.
Key: 
1. N	2. F
3. N	4. F
5. F	6. N
Production
 8’
- Have Ss prepare for activity by first writing the days Monday to Sunday, and writing activities next to each – they should add the three activities listed in 5: organizing a party, working on a project, going swimming. They should leave some days free to arrange new plans.
- Practice the model conversation with the class. Then ask Ss to mingle and make arrangements with their classmates. Afterward feedback by asking Ss to tell the class about their plans.
5. Game: Would you like to come to my party?
Choose the day of the week that you plan to :
- Have a party.
- Prepare for the class project.
- Go swimming.
Example:
Nhung’s week
Mon
Tue
Web
Thu
Fri
Sat
Sun
Homework
 2’
- Practice more by using The present continuous for future.
- Prepare next lesson 	(Communication)
VI. Comments
Week:	Date of planning: 12 / 09 / 2015
Period: 19	Date of teaching: / /
UNIT 3: MY FRIENDS
Lesson 4: Communication
I. Objectives:
- Reading the page from 4 Teen magazine about five friends to understand where they come from and according to their birthday, we can guess what character they may have.
- Talking about character of friends 
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
-Ask Ss to play in 2 groups.
-Ss write the answer on the board.
 Network
Adjectives of personalities.
- humorous
- friendly
- sensitive
-....
Presentation
 10’
Vocabulary
- Give new words.
- Have Ss play game: ROR
 Vocabulary
- choir: đội hợp xướng/ đồng ca
- field trip: chuyến thám hiểm nghiên cứu
- volunteer (a): tình nguyện
- curious (a): tò mò
- responsible (a): có trách nhiệm
- reliable (a): đáng tin cậy/ chắc chắn
- firework: pháo hoa
- competition: cuộc thi đấu/ tranh tài
- Racing: cuộc chạy thi.
- independent(a): độc lập
- freedom: sự tự do
Practice
 20’
- Show the picture of the five friends in the magazine. Discuss the friends with class: where they are come from, what their name might be, what might they like to do, etc.
- Can bring a map or a global to show where they are from.
- Tell the class they will be introduced to some new verbs.
- Ask Ss to the star signs of the five friends in 4Teen magazine. 
- Ask Ss to look at the adjectives of personalities in the star sign and compare them with what they read about the five friends in 1.
- Have Ss review the star sign description for their own signs. Ask Ss to tick adjectives they agree with. 
- Allow them to share their thoughts with a partner.
1. Read the passage form 4Teen magazine.
* Adia: Yobe, Nigeria
 Birthday: 15/5
* Vinh: Danang, Viet Nam
 Birthday: 7/12
* John: Cambridge, England
 Birthday: 26/2
* Tom: New York, US
 Birthday: 19/1
* Noriko: Sakai, Japan
 Birthday: 21/8
2. Find the star sign of each friend to find out about their personality. Do you think the description is correct?
* Aries: 21/3 – 20/4 (sao Bạch Dương)
Independent, active, freedom-loving
* Taurus: 21/4 – 20/5 (Thiên Ngưu)
Patient, reliable, hard-working
* Gemini: 21/5 – 20/6 (Hoàng Đạo)
Talkative, curious, active
*Cancer: 21/6 – 20/7 (con Cua)
Sensitive, caring, intelligent
* Leo: 21/7– 20/8 (Nhân Sư)
Confident, competitive, creative
* Virgo: 21/8 – 20/9 (Xử Nữ)
Careful, helpful, hard-working
* Libra: 21/9 – 20/10 (Thiên Xứng)
Talkative, friendly, creative
* Scorpio: 21/10/20/11(Hổ Cáp)
Careful, responsible, curious
* Sagittarius: 21/11 – 20/12 (Nhân Mã)
Independent, freedo-loving, confident
* Capricorn: 21/11 – 20/1 (Dương Cưu)
Careful, hard-working, serious.
* Aquarius: 21/1 – 20/2 (Bảo Bình)
Friendly, independent, freedom-loving.
* Pices: 21/2 – 20/3 (Song Ngư)
Kind, helpful, creative.
3. Look at the star sign. Do you agree with the description?
Production
 8’
- Have Ss play a line-up game.
- Ask Ss to arrange themselves in order of birthdays. Support them by reviewing months and dates and giving a question and answer they can use: When’s your birthday? 
4. Think about your friends’ personalities. What star signs do you think they are? Find out if you are correct!
Play a line-up game
Homework
 2’
-Write a paragraph to describe your friend in your notebook.
- Prepare the next lesson :
(Skills 1)
VI. Comments
Week:	Date of planning: 12 / 09 / 2015
Period: 20	Date of teaching: / /
UNIT 3: MY FRIENDS
Lesson 5: Skills 1
I. Objectives:
	By the end of this lesson, students can use read for specific and general information in texts including advertisements and emails.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
- T calls 2 Ss to tell about their friends.
“Describe about your friend”
Presentation
 15’
- Show the class three objects/pictures of objects that you might use at camp, e.g. torch, backpack, hiking shoes.
- Ask the class to guess when you might use all three objects. Then have Ss open their books and check their guesses.
- Discuss with Ss the features of advertisements: title, short-texts, eyes-catching, contact details, etc.
Vocabulary
-Present some new words.
-Ss repeat and copy them.
-Check ROR.
Prediction
What objects you might use at camp
Vocabulary 
- superb (a): tuyệt vời
- last (v): kéo dài
- attach (v): dán (nhãn)
- campfire: đêm lửu trại
- treasure: châu báu, điều quý giá.
- butter: bơ
- yet: vẫn chưa
Practice
 15’
- Tell Ss this advertisement is about the Superb Summer Camp. Ask Ss to look at it for 2 minutes and try to remember as much as they can. Then ask the class to cover the page and tell T what they remember.
- Ask Ss to read and find the answers to the questions. Ss can underline parts of the email that help them with the answers. Set a strict time limit to ensure Ss read quickly for information. Accept any reasonable answers.
- Set a longer time limit for Ss to read the text and answer T or F. Encourage Ss to support their answers.
- Ask Ss to make their own English camp schedule then ask them to report their results to class.
& Reading
1. Read the advertisement for the Superb Summer Camp and choose the best answer.
- The camp is for children of what age?
- What did you see in the pictures?
- Where will the camp be?
- What can you do at the camp?
- When does it happen?
Key: 
 1. b	2. c	3. a
2. Read the text quickly. Then answer the questions.
Key: 
 1. an e-mail
 2. A stay at the Superb Summer Camp.
 3. Yes, he is.
3. Read the text again and write True or False.
Key: 
1. F	2. F 3. T 4. T 5. F
6. F 7. F
& Speaking
4. Make your own English camp schedule. 
Morning
Afternoon
Day 1
Day 2
Day 3 
Production
 8’
- Go back to the advertisement and elaborate the activities listed with Ss. Brainstorm ideas onto the board. Ask Ss to use the ideas they brainstormed to fill in their own schedule. 
- Give each Ss a fixed amount of time to speak. Ss can report to the class about their partner’ schedule.
5. Take turn. Tell your partner about it. Listen and fill in the schedule.
Morning
Afternoon
Day 1
Day 2
Day 3 
Homework
 2’
- Write a schedule for yourself.
- Prepare the next lesson:
(Skills 2)
VI. Comments
Week:	Date of planning: 12 / 09 / 2015
Period: 21	Date of teaching: / /
UNIT 3: MY FRIENDS
Lesson 6: Skills 2
I. Objectives:
- Listening to understand more about The Superb Summer Camp.
- Writing a plan for 4 Teen magazines. 
- Developed writing skill, listening skill
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
- Ss work in 2 teams.
- Check and correct
Network
“Activities in a summer camp.”
- taking part in cooking competition
- Doing “treasure hunt”
- Playing traditional games.
-.
Presentation
 15’
Vocabulary 
Present some new words.
-Ss repeat and copy them.
-Check ROR.
Ask Ss to see the photos first. Then point at the words in the box and ask them to do the matching.
- Play recording for checking and practicing reading the words.
Vocabulary 
- hike : đi bộ đường dài
- ski: trượt tuyết
- research (v): nghiên cứu
- draft (v): viết nháp
- check (v): kiểm tra
- introduce (v): giới thiệu
& Listening
1. What do you see in the photos? Choose the words in the box to fill the table. Then listen and check.
Key:
Practice
 15’
- Ask Ss to refer to the contents of the advertisement. Give Ss time to decide which activities are like more likely to happen at the camp and which are not. Ask them to explain why they think so.
- Have Ss brainstorm the things that Mr. Lee plans for camp.
 - Play the recording. Ask Ss to listen the first time. Then play the recording again and follow Ss to fill in the table as they listen. Ss can share their answer before playing recoding a final time to allow pairs to check their answers.
- Tell the class three letters can help them to write better. Introduce the rubric: Write a magazine entry. Write about your friends. Then write about your plans.
2. Which activities do you think may/ may not happen at the Superb Summer Camp.
Key: 
- Activities that may happen at the Superb Summer Camp: a, b, d, e, f, g, i.
- Activities that may not happen: c, h (because the camp is in Ba Vi Mountains)
3. Listen to Mr Lee, the camp leader, talking on the phone with Phuc’s parents. What are they doing on Day Two and Day Three at the camp?
Morning
Afternoon
Day two
Day three
& Writing
Study skills
Research, draft, check.
Production
 8’
- Encourage Ss not to refer back to the unit. Instead they can use what they have learnt during the unit to help them answer the questions. That will help Ss see how to they progressed, and which areas need further practice.
4. Write for 4Teen magazine about your plans this weekend with your friends.
 + Introduce yourself;
Describe yourself – think about your appearance and personality.
+ Describe your friends
Write about your friends – think about the appearance and personality.
+ Describe your plans:
What do you plan to do together this weekend?
Homework
 2’
- Write your plans in your notebook.
- Prepare the next lesson :
(Looking back)
VI. Comments
Week:	Date of planning: 12 / 09 / 2015
Period: 22	Date of teaching: / /
UNIT 3: MY FRIENDS
Lesson 7: Looking Back
I. Objectives:
	By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present Continuous for future.
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player, pictures.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
Personality
CONTENTS
Warm-up
 5’
-Have Ss work in 3 teams.
-Ss write as many words as possible.
Presentation
 15’
- Ask Ss to write the correct words on the faces.
- Have Ss check their answers with a partner.
- Explain that Haiku is a traditional form of Japanese poetry. Ask Ss to work in groups of three to exchange their poems.
& Vocabulary
1. Write the correct words in the faces
Creative boring	funny
Confident	hard-working	kind
clever	 talkative	sporty	
shy	 patient	 serious	
2. Make your own Haiku.
Write a three line Haiku poem to describe yourself.
Practice
 15’
- Ask Ss to choose a member of group and write a short description of him/her. Demonstrate the activity with the class, with Ss choral reading Group & A’s roles.
- Elicit the language being practiced in this activity. Ask Ss to complete the conversations individually. As in !, Ss can share answers with a partner, but they should record their original answers to guide their self-assessment.
& Grammar
3. Game: Who’s who?
Example:
A: He’s tall. He has glasses. He’s creative too. He isn’t shy.
B: Is it Minh?
A: Yes! / No, try again.
4. Complete the dialogue.
 Key: 
A: are – doing
B: meeting – are going 
A: am playing
B: am watching
Production
 8’
- Divide Ss into pairs of As and Bs. Allow Ss to complete the communication activity. Ask Pairs to join other pairs forming groups of 4. 
- As and Bs can share what they leant about their partners’ schedules before discussing with the class.
& Communication
5. Student A looks at the schedule on this page. Student B looks at the schedule on the next page.
Example: 
A: What are you doing tomorrow?
B: I’m playing football with my friends. 
or
I’m not doing anything.
Homework
 2’
Prepare: Review 1
VI. Comments
Week:	Date of planning: 15 / 09 / 2015
Period: 23,24	Date of teaching: / /
REVIEW 1
I. Objectives:
	By the end of this lesson, students can revise the language they have studied and the skills they have practiced since Unit 1.
II. Language Focus:
	1. Vocabulary: revise the vocabulary they have learnt since Unit 1.
	2. Structures:	The present simple and the present continuous tense.
	There is / There isn’t - There are / There aren’t.
	Prepositions of place.
	Verbs be and have for descriptions.
	The Present Continuous for future.
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player, pictures.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Presentation
- Elicit the rules of pronouncing the final –s/-es if needed. 
- Ask Ss to do the exercise individually.
- Organize this as a game. Ask Ss to do this in pairs. The pairs that find the most words will go to the board and write the answers.
- Have Ss do this exercise individually and then share their answers with a partner.
- Check Ss’ answers.
- Ask Ss to do in pairs. This can be done as a small competition.
&Pronunciation
1. Odd one out. Which underlined part is pronounced differently in each line?
Key:
 1. D 2. C 3. C 4. A 5. B 
2. Write the name of the school things and furniture in the house which begin with /b/ and /p/.
Key:
/b/
/p/
Book, bag, bed
Pen, pencil, picture, poster
& Vocabulary
3. Complete the words.
Key:
1. English 2. homework 3. Lunch
 4. Sports 5. badminton 6. Physics
 7. lesson 8. judo
4. Do the crossword puzzle.
Across: 
1. Wardrobe 3. Living room
 5. apartment 6. Poster
Down: 2. Dining room 4. hall
2. Make your own Haiku.
Write a three li

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