Period 94
UNIT 10: CITIES AROUND THE WORLD LESSON 1 (2ND): GRAMMAR (PAGE 79)
Time: 45 minutes
Class Date of teaching Absent students 6A
6B
I. THE AIMS OF THE LESSON.
1. Knowledge.
- By the end of the lesson, students will be able to:
+use the first conditional to talk about real possibilities that might happen in the future.
Vocabulary: statue, museum, palace, tower, opera house, cathedral, bridge, park (review).
Structures: If + Present simple…, will + bare infinitive…
2. Ability:
- Improve speaking skills.
- Improve the use of English: the first conditional sentence.
- Integratelistening, writing skills with the use of the first conditional.
- Form and develop competencies: communicative skill, team-working skills through learning activities, solving problems skills.
3. Quality:
- Raise motivations and interests in learning English as a foreign language.
- Develop communicative and pair-working, team-working skills through learning activities.
- Have positive attitude in English language learning so that they actively participate in all classroom activities.
- Developinterest in learning English, be interested in andactive in learning.
- Developstudents' qualities such as: building their love for family, homes and community.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher’s preparation: lesson plan, textbooks, DCR & DHA on Eduhome software, handouts(personal computers, projectors, speakers…)
- Students’s preparation: textbooks, notebooks, studying tools,...
III. TEACHING PROCESS
1. Activity 1: Warm up: (6 minutes) a) Objective:
- Introduce the new lesson and set the scene for Ss to acquire new language; Get students' attention at the beginning of the class by listening to a Happy Song; Lead students to the first condition by doing matching.
b) Content:
- Vocabularies about landmarks, adjectives of the weather,
c) Products: Ss can have general ideas or students can form the first conditionalby doing matching under the Teacher’s guide.
d) Organization of implementation:
Teacher's activities Students' activities
*Song: If you happy
- Play the music, the whole class sing and dance together to power class before starting the lesson.
*Matching
- Teacher shows some pairs of pictures, which can be match to make conditional sentences.
- Students do matching, teacher makes sentences:
1. If I have a ticket, I will go to the theater.
2. If the weather is bad, we will stay at home and watch TV.
- Teacher asks students to listen and say again the sentences.
Teacher elicits the ways to make
conditional sentences, then leads to new lesson.
- Watch video, sing and dance together.
- Work in pairs; do matching.
- Says again the sentences.
- Have general ideas or can form the structure of the first conditional, the main target language that they are going to study in the lesson.
2. Activity 2:Presentation(10 minutes)
The first conditional to talk about real possibilities that might happen in the future a) Objective: Help students to recognize the structure, the use and the meaning of the first conditional.
b) Content: The structure and the use of the first conditional on page78.
c) Products: Students can use the first conditional in every day communication.
d) Organization of implementation:
Teacher’s activities Students’ activities
* Listen and repeat.(a/p.79-CD2 – 53) - use pairs of pictures on page 79 to set the scene:
What does the boy think about?
What does the girl think about?
Listen to their dialogue:
S1: What will you do if the weather’s bad?
S2: If the weather’s bad, I’ll watch a ballet at La Scala Opera House.
- ask ss to listen and repeat.
- introduce conditional sentence by using eliciting questions.
If clause Main clause If + S + Vs/es S + will / can + V Ex: If you eat too
much,
If youaren’tcareful,
You will become obesity.
You may fall down.
- elicits the way to use them.
- Have Ss look at the grammar explanation.
First conditional
We use the First Conditional to talk about real possibilities that might happen in the future.
If the weather is bad, I will watch the ballet.
We will visit the palace if we have time.
If it’s snowy, I will not go to the cathedral.
What will you do if the weather’s sunny?
Note:
We use if + Present Simple to express the condition and will + bare infinitive to say the result.
- Explain more about the first conditional using the real situations around class.
- Have Ss give more examples of the first
- Answer teacher’s questions
- Listen and repeat.
- Answer teacher’s questions to form the structure of the first conditional
- Listen, answer teacher’s eliciting.
- Make sentences to give examples.
- Copy
- Read
- Listen and take notes.
- Make sentences with their own ideas.
conditional; encourage Ss to make sentences with their own ideas.
- Give feedback and evaluation 3. Activity 3:Practice(16 minutes)
a) Objective: Ss can do some exercises, using the first conditional.
b) Content: Practice the first conditional correctly by filling in the blank with the correct forms of the verbs and write the sentences by looking at Mary’s plan.
c) Products: Ss can apply the grammar point in doing tasks and writing full sentences with the use of the first conditional in everyday communication.
d) Organization of implementation:
Teacher’s activities Students’ activities
*Fill in the blank with the correct forms of the verbs (b/ p.79)
- Demonstrate the activity, using the example.
- Have students practice individually, read the sentences and complete the blanks with correct form of the verbs.
- Have Ss work in pairs to check each other’s work
- Have some Ss share their answers with the whole class
- Check, correct Ss’ answers
*Look at Mary’s plan and write the sentences. (c/page 79)
- Have students work in groups.
- Teacher shows the suggested words and explains the way to do the task.
- Have students practice writing full sentences.
- Groups cross check the answers before showing them on the board.
- The answers are shown through a game.
- Look and listen - Work individually
- Work in pairs
- Share and check themselves
* Answer:
1. Have – will go 2. Is – will watch 3. Won’t go - is
4. Have time – will visit 5. Is – will visit
6. Don’t have – won’t go
- Work in groups.
- Write full sentences.
- Demonstrate answers
* Suggested answer:
1. If it rains, Mary will go to the café.
2. If the museum is busy, she will go to the cathedral.
3. She will visit the tower if the opera house is closed.
4. If the palace is busy, she won’t go there.
5. She will see the old bridge if she has time.
4. Activities 4:Production (10minutes)
a) Objective:Help students furtherpractice using the first conditional they have studied to make dialogue more communicative and natural.
b) Content: Makesentences with the first conditional and practice with their partner.
c)Products: Students know how to role play, make sentences with the first conditional.
d) Organization of implementation:
Teacher’s activities Students’ activities
* Practice saying the sentences with your partner (d/page 79)
- Teacher shows sentences in part c again.
- Have Ss do the task in pairs, practice saying the sentences again then swap the roles.
* Making your own sentences.
- Asks the studentsto work in pairs; maketheir own sentences using the first condition.
-Encourage Ss to use phrases to start a
conversation use their own ideas to make the conversation more interesting and natural.
- Call Ss to demonstrate the activity in front of the class
- Give feedback and evaluation.
- work in pairs
- Practice saying the sentences with the first conditional in part c/p.79.
- Make their own sentences using the first condition.
- Some pairs demonstrate in front of the class.
* Homework(3 minutes)
- Teacher guides and asks students how to learn the lesson at home, do exercises (page 57 – workbook) and get ready for the next lesson (page 80– student’s book) - Students:Learn structure and vocabulary. Do exercises page 57 – workbook
* Evaluation:
………
……….
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Period 95
UNIT 10 : CITIES AROUND THE WORLD
LESSON 1 (3) : PRONUNCIATION, PRACTICE, SPEAKING (PAGE 80) Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
1. Knowledge.
- By the end of the lesson, students will be able to:
+ pronounce the sound /ð/ correctly.
Vocabulary: cathedral, statue, tower, park, opera house Grammar: First Conditional sentences.
Pronunciation: /ð/ sound 2. Ability:
- Students practice listening and speaking for general and specific information
about features of cities around the world.
- Students form and develop competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and tocreate, the ability to develop communication skills and creativity, demonstrate teamwork skills
3. Quality:
- Being active to broaden and percept the knowledge.
- Having the good attitude to working in groups, individual work, pairwork, cooperative learning.
- Having serious learning attitudes; love learning English, energetically and actively participate in learning activities
- Students' qualities are helped to develop such as: building their love for people and countries around the world.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher’s preparation: Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
- Students’ preperation: Student’s book, notebook, workbook, schoolthings...
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6 minutes) a) Objective:
- Help students:
+ To create a friendly and atmosphere in the class before the lesson;
+ To review using First conditional sentences.
+ To lead into the unit.
b) Content:Asking and answering questions toreview using First conditional sentences.
c) Products: Students know how to use the First conditional sentences.
d) Organization of implementation:
Teacher's activities Students' activities
* Game Matching
- Teacher divides theclass into two teams A & B.
- Each team has anif clause of the conditional sentences.
- One student in team A speaks the if clause, one in team B has to make themain clause to complete the sentence.
Example:
A: If the weather is nice, B: I will go to Ha Long Bay.
- Which team has correct answers can give order to the other one.
- Which team has more correct answers wins the game.
=> praise the winner then leads to the new lesson.
- Work in group A and B
2. Activity 2: Pronunciation (10 minutes)
a) Objective: Help students to know how to pronounce the /ð/ sound.
b) Content:
- Recognizing the sound /ð/
- Listening and focusing pronunciation feature, finding and correcting mistakes.
- Practicing the sound.
c) Products:Ss can pronounce the sound /ð/ correctly in their speaking.
d) Organization of implementation:
Teacher’s activities Students’ activities a. Focus on the /ð/ sound (a/p.80)
- Give Ss a conversation:
A: Can I have one of those, please?
B: These?
A: No, the others, over there.
- Have Ss read the conversation as fluently as possible
- Ask Ss to find out words containing the sound /ð/ in the conversation
- Give feedback, correct Ss’ answers if necessary
- Briefly explain how to pronounce the sound /ð/
- Listen
- Give their answers:
A: Can I have one of those, please?
B: These?
A: No, the others, over there.
- Listen
- Đặt đầu lưỡi phía sau răng cửa, một phần bề mặt đầu lưỡi tiếp xúc với hàm trên của miệng.
- Đưa lưỡi từ trong ra ngoài, đến giữa hai răng cửa trên và dưới. Môi được giữ thoải mái và tự nhiên trong quá trình phát âm.
- Âm thanh được tạo ra do luồng hơi đi ra, cũng như sự rung tự nhiên của đường âm thanh.
b. Listen and focus
- Play the recording (Track 54)
- Ask Ss to listen and pay attention to the sound /ð/
c. Listen and repeat
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature
Track 54:the, weather, there
d. Read the words with the correct sound to a partner
- Have Ss practice saying the words with a partner, using the correct sound /ð/
- Have Ss find more words with the sound /ð/
- Call some Ss to read their words in front of the class
-Check and correct Ss’ pronunciation - play audio again. Have Ss listen and repeat with a focus on the sound.
- Have Ss practice saying the example using the sound correctly
- Listen
- Listen again and repeat
- Listen
- Work in pairs - Give their answers
3. Activity 3: Practice (10 minutes)
a) Objective: Ss can practice the conversation
b) Content: practicing the conversation. Swap roles and repeat.
c) Products: Ss practice and produce the target language presented fluently and confidently.
d) Organization of implementation:
Teacher’s activities Students’ activities a. Practice the conversation. Swap roles
and repeat.
- asks students to take a look at the conversation and answer the questions.
(a/p. 80) Questions:
1. Who are talking?
2. What is Tom going to do?
3. What’s going to do if the weather is cold?
- divide the class into pairs
- have pairs practice the conversation - swap role and repeat using the ideas on the right
Milian Cathedral/ Statue of Liberty Branca Tower/Central Park
sunny/ rainy
Go to an ice cream store/ watch a Broadway play
- have some pairs demonstrate the activity infront of the class
b. Practice with your ideas.
- Have students practice in pairs, make a new conversation using their own ideas.
- Have some pairs present in front of the class.
- Teacher corrects student’s pronunciation if necessary.
- read the conversation
- run through the questions - answer the questions.
1. Mary, Tom
2. He’s going to visit the Sydney Opera House.
3. If the weather’s cold, he’ll visit the Australian Museum.
- Two pairs read the dialogue aloud
- work in pair, make a new conversation using the words given to substitute.
- demonstrate infront of the class
- work in pairs
4. Activity 4: Speaking: Famous landmarks in London (16 minutes) a) Objective: Ss can discuss the roles of places they would like to go.
b) Content: Asking and answering questions about places.
c) Products: Ss can apply the target language to producing the language successfully.
d) Organization of implementation:
Teacher’s activities Students’ activities a. Survey
- Set the scence: you’re going to London for a day and want to visit three places.
- Demonstrate the activity by practicing role-play with a student
Which three landmarks would you like to go?
- Have students work in groups of four, share three ideal places they want to go.
- Have Ss complete the table, ask 3 friends and complete the survey
- A representative from group presents in front of the class.
- Teacher checks, corrects or gives feedback.
b. Discussion.
- Teacher sets the scene of the task, asks students what they will do if they have more time and what they will do if it rains.
- Teacher gives example sentences as modeling
- Some pairs present in front of the class.
Example:
1.What will you do if you have more time?
- If I have more time, I’ll learn to play the guitar.
2. What will you do if it rains?
- If it rains, I’ll stay at home.
- checks, corrects or gives feedback.
- Work in groups
- Present
- listen and answer
- work in pairs
* Homework (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises ( page 57 – workbook ) and get ready for the next lesson (new words page 81- student book )
- Students: make four sentences about yourself with If
* Evaluation:
………
……….
Period 96
UNIT 10 : CITIES AROUND THE WORLD LESSON 2 (1) : NEW WORDS, READING (PAGE 81)
Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
1. Knowledge.
- By the end of the lesson, students will be able to:
+ know more vocabulary about compare features of cities around the world.
+ do some exercises
Vocabulary: amusement park, shopping mall, building, crowded, noisy, modern, peaceful.
Grammar: Comparative and superlative adjectives 2. Ability:
- Students practice listening and reading for general and specific information
aboutfeatures of cities around the world.
- Students form and develop competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and tocreate, the ability to develop communication skills and creativity, demonstrate teamwork skills
3. Quality:
- Being active to broaden and percept the knowledge.
- Having the good attitude to working in groups, individual work, pairwork, cooperative learning.
- Having serious learning attitudes; love learning English, energetically and actively participate in learning activities
- Students' qualities are helped to develop such as: building their love for people and countries around the world.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher’s preparation: Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
- Students’ preperation: Student’s book, notebook, workbook, schoolthings...
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6 minutes) a) Objective:
- Help students review using:
+ To create a friendly and atmosphere in the class before the lesson;
+ To know some landmarks in Singapore and Malaysia;
+ To lead into the unit;
b) Content:Name the countries,list some landmarks in Singapore and Malaysia.
c) Products: Students know some famous places in Singapore and Malaysia.
d) Organization of implementation:
Teacher's activities Students' activities
* Matching
- shows the national flags, asks students to name the countries they belong to.
Singapore Malaysia - Asks some students to list some
landmarks in each country (if they can).
- checks and correct, then leads to the new lesson.
- work individually
- go to the board and write their ideas + Singapore
- Underwater world - The Merlion
- Flyer Observation Wheel - Orchard road
+ Malaysia
- Petronas Twin Towers - Royal palace
- Independent Square - National Monument
- do as direct.
2. Activity 2: New words (10 minutes)
a) Objective: Help students learn some new words
b) Content: Definition of some vocabularies about features of city.
c) Products: Ss know how to pronounce the new words correctly and use them filling in the blank, matching the underlined words to the definitions.
d) Organization of implementation:
Teacher’s activities Students’ activities
*Pre-teaching:
- T.uses some pictures or real examples to elicit and teach new words (step by step):
*New words:
- amusement park (n): công viên giải trí (picture)
- shopping mall (n): trung tâm thương mại (picture)
- building (n): toà nhà (picture) - crowded (adj): đông đúc (example) - noisy (n): ồn ào (example)
- modern (n): hiện đại (situation) - peaceful (n): yên bình (explanation)
*Checking by doing part a,b a/p.81. Fill in the blanks with
“shopping mall”, “building” or
“amusement park”. Listen and repeat.
- Have students look at the pictures and words.
- Demonstrate the activity using the example.
1. Amusement Park
- Have students write the words under the pictures.
- Divide the class into pairs and have them check their answers with their partners.
- Play audio and have students listen and repeat.
- asks some Ss to read the words.
- corrects Ss’ pronunciation
- explains the meanings if necessary b/p. 81. Circle the corect definitions for the underlined words. Listen and repeat.
- Teacher gives a definition; students guess the word.
- Have students work in pairs, circle the definition for the underlined words.
- Teacher gets the answers from students, checks and gives feedback.
- Play audio. Have Ss listen and repeat
- Ss listen and repeat ( chorally – individually )
- Copy down the new words
-Ss look at the pictures and words.
-Ss write the words under the pictures
-Ss listen and repeat each new word.
(chorally – individually) Answer:(CD 55)
1. Amusement Park 2 .Shopping mall 3. Building
- Ss guess the word - Work in pairs
- Give their answers - Listen and repeat
Answer:1. a 2. a 3. b 4. b
c/p.81. Use the adjectives in Task b.
to talk about where you live.
- Teacher asks a student about the place they live as modeling.
- Ask students to practice in pairs, A&B using the adjectives in Task b to describe the place they live.
Ex: A: The shopping mall is always crowded.
B: Yeah. It’s sometimes noisy, too.
- Work in pairs
- Some students share their ideas to the class.
Example:
I live in a small town in Ho Chi Minh city. The town is small, but it’s very modern. There is only an amusement park in the town, so it’s very peaceful.
3. Activity 3: Reading (10 minutes)
a) Objective: Help students to read the text about the differences between Singapore and Kuala Lumpur.
b) Content: Reading a article and write “True” or “False”.
c) Products: Ss improve their reading skills and read for specific information , understand the content of the article and do exercise.
d) Organization of implementation:
Teacher’s activities Students’ activities
*Pre-reading : Brainstorming
* Set the scene:
- Teacher shows some scenic spots, lets students guess the country (Singapore).
Art Science Museum
Twin Tower Merlion Statue
- Have students answer the questions. Asks students to give more information about these places.
- Teacher gives some more information if necessary.
=> Today we are going to read the article comparing Singapore and Kuala Lumpur
*While-reading:
- Teacher shows pictures of Singapore and Kuala Lumpur
- Have students compare the two cities base on the pictures.
- Have Ss read the article individually - Have Ss read the article as a whole class - Teacher explains how to do the task.
- Have students practice in pairs, do as directed.
- Teacher checks again and gives feedback.
- Ss work individually
- Ss work in pairs
- Ss write “True” or “False”
- Answer:
1.False 2.False 3.True 4.True 4. Activity 4: Speaking (16 minutes)
a) Objective: Ss can develop their speaking skill.
b) Content: Students work in group, discuss and talk about the differences between Ha Noi and Ho Chi Minh City.
c) Products: Students know how to use the comparative adjectives.
d) Organization of implementation:
Teacher’s activities Students’ activities - Teacher shows pictures of two big cities
in Viet Nam (Ha Noi & Ho Chi Minh city)
- Teacher gives hand-out to groups, students take notes to compare the two cities.
- Some students share their ideas to the
class. Ex: Ho Chi Minh city is more crowded
than Ha Noi
* Homework (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises ( page 58 – workbook ) and get ready for the next lesson (grammar page 82- student book )
- Students: Write about the city you would like to visit.
* Evaluation:
………
………
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