PERIOD 49
UNIT 5 : AROUND TOWN
LESSON 3 (2nd): READING. SPEAKING (Page 45) 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:
+ read an article for main ideas and details about Vietnamese food.
+ talk about food in Viet Nam and from around the world.
*Vocabulary: taste, dish, smell, delicious.
* Grammar: The present simple revision 2. Ability:
- Students can practice reading and speaking skills about food in Viet Nam and around the world
- Students form and develop competences: cooperation, communication, self-study and creative ability.
3. Quality:
- Ss have positive attitude in English language learning so that they actively participate in all classroom activities.
- eat healthy food.
- Students' qualities are helped to develop such as: Patriot, hard work, responsibility II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher’s preparation: the lesson plan, textbooks, laptop, projectors, speakers…
- Students’ preparation: textbooks, notebooks, studying tools, … III. TEACHING PROCESS.
1. Activity 1: Warm up: (5 minutes) a) Objective:
- Help students review names of the food and drinks by using Picture drillto lead to the new lesson
b) Content:
- Ss look at pictures and express their ideas about the more popular dish among the dishes given on the screen.
c) Products: Students revisenames of the dishes and share their ideas about them.
d) Organization of implementation:
Teacher's activities Students' activities
*Picture drill
Teacher shows some pictures of food and drinks on the screen,
Example:
1.I think Com Tam is more popular than hamburger because
………..
2.I think milky tea is more popular the Vietnamese tea because
………..
- Teacher gives feedback, then leads to new lesson.
-students choose the one they think more popular.
- Some students share their ideas.
2. Activity 2:Reading(15 minutes)
a) Objective: Help students know some more names of dishes around the world and understand the main ideas of the article. Ss improve their reading skill (scanning, skimming)
b) Content: pronounce new words and know their meanings. Sts read the article then circle the best headline and answer the questions.
c) Products: Students understand and use words, and know that Phở and Cơm tấm are amazing Vietnamese dishes. Ss can read for gist and read for details.
d) Organization of implementation:
Teacher’s activities Students’ activities
*Open – prediction
- Asks Ss to predict two names of Vietnamese dishes they are going to read about on an article.
-Takes Ss’ ideas and write on the board
* Read and check
Predict individually Tell their ideas
-Has ss read the article to check their prediction - Corrects
A.K
Phở, Cơm tấm
*Read the article and circle the best headline(Part a. P45)
- Runs through the headlines
- Has Ss read the article individually to circle the best headline
- Takes Ss’ ideas and corrects A.K
2. A Taste of Vietnam - Gives feedback
*Matching
-Gives English words from the article and their meaning
- Asks Ss to repeat and read the article to match
taste (n): món ăn
smell (n): (a): ngon
delicious (a): (n): mùi; (v): ngửi dish (n): (n):khẩu vị; (v): nếm
*Read the article and answer the questions(part b. P45)
-Gets Ss read the article individually
-Runs through the questions to make sure the Sts understand them.
- Asks Ss to work in pairs to answer the questions.
- Takes Ss’ ideas and corrects A.K
1. Rice and noodles are in most Vietnamese dishes.
2. It’s a noodle soup dish.
3. It’s a rice dish with grilled pork and fried eggs.
4. People often eat it with fish sauce on top.
Skim the article to check
WC
Read individually to choose Give the answer
Copy
Read the article and match individually
Repeat and copy
Read individually WC
Work in pairs to answer the questions
Give answers
- Gives feedback. Copy 3. Activity 3: Speaking(15 minutes)
a) Objective: Help students talk about the dishes among those given they would like to try.
b) Content: pair work to make questions and answers about the dishes in an international food festival such as: nasi goreng, spaghetti, cơm tấm and phở
c) Products: Ss improve their speaking skill and can express the dish they would like to try.
d) Organization of implementation:
Teacher’s activities Students’ activities
* Matching
- Sets the scene: Imagine that you’re visiting an international food festival. There are many tasty dishes from the world.
- Shows a picture of an international food festival
- Sticks word cards in which there are names of dishes and countries on the board
Look at the picture
Run through WC Cơm tấm,
Indonesia chowder
steakfrites sushi paella Spaghetti carbonara
The USA Vietnam
France
Italy
-Asks Ss to match the dishes with suitable countries (There are 2 extra dishes)
Food around the world(Part a.P45)
- Has Ss look at Speaking Part a and corrects A. K
Vietnam: Phở, Cơm tấm Indonesia: nasi goreng France: steak frites
Italy: Spaghetti carbonara The USA: chowder
-Introduces some dishes:
Nasi goreng: một loại cơm rang steak frites: bò bít tết
chowder: súp
*Pair work. Part a. You’re visiting an
international food festival. Work in pairs. Student A asks Student B about four of the dishes below, and tick ()the ones you would like to try. Student B answers the questions.
- Shows the information of the dishes on the screen
- Runs through the information
- Make a model conversation with a good student Foreigner: What’s cơm tấm?
S: It’s a rice dish from Vietnam.
Foreigner: What do people make it with?
S: Grilled pork, fried eggs, and fish sauce.
-Have Ss practice the conversation in pairs, then tick the dishes they would like to try
- Goes round and helps if necessary
Part b. Swap roles and repeat. How many dishes would you like to try? Which is your favorite?
- Have Ss swap roles
- Go round and give help if necessary
- Call some pairs to demonstrate the activity,
Work individually
Look and corrects
Repeat chorally
Look at the information WC
Repeat chorally
Read the example in pairs
Work in pairs to make similar conversations
Swap roles
Some pairs act out Nasi goreng
answer the questions
- Give feedback and evaluation: pronunciation, intonation, attitude, cooperation,…
4. Activity 4: Presentation(7minutes)
a) Objective: Help students improve their speaking skill.
b) Content: Ss talk about their dish they would like to try everyday.
c) Products: Students know how to present their own speech about the dish they would like to try everyday
d) Organization of implementation:
Teacher’s activities Students’ activities - Gives Ss 2 minutes to prepare for their speech
about one of the dishes they would like to try.
-Gives guided questions:
What is the name and the kind of the dish?
What do people make it with?
When do people eat it?
How does it taste?
-Calls some Sts to present their own speech.
- Corrects and gives feedback.
work individually by using their own picture they have prepared at home
Individually
Listen and give comments
* Homework (3 minutes) - Read the article again
- Practice presenting your own speech prepared in class.
- Prepare for Writing(P.45): Think of 2 dishes in their home village and try to talk about them
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PERIOD 50
UNIT 5 : AROUND TOWN LESSON 3: WRITING (Page 45)
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:
+ make notes about the dishes from their country.
+ write a paragraph of between 50 and 60 words about their choice.
* Grammar: The present simple.
2. Ability:
- Students can practice speaking and writing skills.
- Students form and develop competences: cooperation, communication, self-study, creative ability, collaboration, individual work, and pair work.
3. Quality:
- Students love our country more and have more knowledge of Vietnamese cuisine.
- Students' qualities are helped to develop such as: Patriot, hard work, responsibility - Ss will be aware of their health.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher’s preparation: the lesson plan, textbooks, laptop, projectors, speakers…
- Students’ preparation: textbooks, notebooks, studying tools, … III. TEACHING PROCESS.
1. Activity 1: Warm up: (5 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 means of enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction of food around the world / or introduction of “noodles”
c) Products: Ss have general idea about the dishes that are mentioned in the lesson d) Organization of implementation:
Teacher’s activities Ss’ activities
Option 1: Game: CROSSWORD
- Show game crossword, have Ss answer the questions (horizontal line) by looking at the pictures, give name of the pictures
- Encourage Ss to guess the key word (vertical line)
- Give a small present to Ss who can give the right keyword
Lead to the new lesson.
- Answer the questions - Say key words
Answer keys Keyword: Noodles
Option 2: Pair Matching - Have Ss close all books
- Show a picture (use handouts or show on the screen)
- Have Ss find 6 pairs (a word and a picture – name of the country and its dish)
- Call Ss to give answers and give name of the dishes
- Give feedback
Lead to the new lesson-Gives feedback and leads to the new lesson.
- Close books - Work in pairs
Answer keys 1. Mexico - fajitas 2. India – curry 3. Korea – kimchi 4. Italy – spaghetti
5. Indonesia – nasi goreng 6. Việt Nam – cơm tấm
2. Activity 2:Pre - writing.(10 minutes)
a) Objective: Help students express their own ideas about two of the dishes from their country.
b) Content: Ss complete the table to make notes about the dishes from their country.
c) Products: Students understand and identify the main information about the dish they are going to write about. Ss can develop their ability of self-study and cooperation.
d) Organization of implementation:
Teacher’s activities Ss’ activities
*Speaking: Table drill(Writing.a. P45)
-Shows a table on the screen, and runs though it.
The dishes in my country The name and the kind of
the dish
………is a kind of…in Vietnam What people make it with?
When people make it?
How it tastes?
-Asks a good student as a model.
- Gives Ss sheets, and asks Ss to work in pairs asking and answering about the information in the
Look at the table
One good student answer Work in pairs
table
- Calls some pairs to act out their work.
- Gives feedback.
Some act out their work
Others listen and give feedback
3. Activity 3: While - writing(15 minutes)
a) Objective: Help students practice writing a short paragraph.
b) Content: Ss complete the table, and write a paragraph of 50 words about their choice.
c) Products: Ss can improve their writing skills and the ability of cooperation and creation by writing a paragraph.
d) Organization of implementation:
Teacher’s activities Students’ activities
*Writing
Option 1. Complete the table
-Has Ss work individually to complete their table about the dish in their country.
- Asks some to show their result - Corrects some and gives feedback.
Option 2. Writing a paragraph of 50 – 60 words aout your choice(b. P45)
- Has Ss use their notes to write a paragraph about their choice.
- Goes round and helps if necessary
Work individually to complete the table
Some show the result
Work individually
4. Activity 4: Production(10minutes)
a) Objective: Help students improve their ability of presentation.
b) Content: Ss swap their writings and correct for each other.
c) Products: Students develop the ability of self-study and cooperation.
d) Organization of implementation:
Teacher’s activities Students’ activities
*Correction
- Asks Ss to swap their writings to correct
-Collects 2 writings(one of good St, and one of the worse).
- Corrects and gives feedback Suggested writing:
Bun thit nuong is a noodle dish from Vietnam.
People make it with noodle, pork, and salad. Some people eat it for lunch. I usually eat it for breakfast. It tastes great.
Work in pairs to swap the writings and correct for each other
Bun rieu is a noodle soup. People make it with noodle, crab, and tomatoes. I usually eat it for lunch. It tastes delicious.
* Homework (2') - Finish the writing
- Do Review. Parts “Vocabulary” and “Pronunciation”. P95
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PERIOD 51
REVISION Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
- By the end of the lesson, students will be able to master:
1. Knowledge.
+ language used in clothing stores and restaurants.
+ food around the world.
* Review grammar: The present simple, The past simple, some structure of Conversation skills, Countable and uncountable nouns; quantifiers, demonstratives]
2. Ability:
- Students can practice speaking, listening, reading and writing skills.
- Students form and develop competences: cooperation, communication, self-study, creative ability, teamwork skill, and some social skills.
3. Quality:
- Students love our country more and have more knowledge of Vietnamese cuisine.
- Students' qualities are helped to develop such as: Patriot, hard work, responsibility - Ss have good attitudes to group work, pair work and individual work.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher’s preparation: the lesson plan, textbooks, laptop, projectors, speakers…
- Students’ preparation: textbooks, notebooks, studying tools, … III. TEACHING PROCESS.
1. Activity 1: Warm up: (6 minutes) a) Objective:
- Help students review words of Unit 5 by using Part “Vocabulary” on P.95 b) Content:
- Ss fill in the blanks with words from Unit 5, the first letter is already there (prepared at home as homework)
c) Products: Ss master words they have learnt and develop their self study ability.
d) Organization of implementation:
Teacher’s activities Ss’ activities
*Gap – fill (Vocabulary. P95)
- Asks one St to retell the requiry of the activity - Runs through to make sure all the student understand the content of the activity
- Has Ss work in 2 teams to come to the board and write the answers
- Corrects and gives feedback and leads to the new lesson.
One St Whole class Work in 2 teams Check their doing
2. Activity2: Pronunciation(8minutes)
a) Objective: Help students master the pronunciation, stress of words in Unit 5.
b) Content: Ss circle the word which has the underlined part pronounced differently, choose the word that differs from the others in the position of primary stress
c) Products: Students develop speaking and writing skills, the ability of self-study, cooperation.
d) Organization of implementation:
Teacher’s activities Students’ activities
Option 1.*Circle the word which has the underlined part pronounced differently from the others.(P.95)
- Runs through the 4 questions to make sure all the Sts know all the words
- Has Ss look at the model and asks one to tell how they know
-Asks Ss to work in pairs to pronounce the words and choose the best choice
- Takes Ss’ ideas and corrects A. K
2.B; 3. A; 4. D.
-Gives feedback and explain how to choose Option 2. * Circle the word that differs from the three in the position of primary stress in each of the following questions(P.95)
- Runs through all the words
- Helps Sts to identify the numbers of syllables of each words, and what kind of word it is.
- Has ss mark stress on each words, then tell the answer
- Corrects A. K
1.B (stressed on 2nd); 2. D(stressed on 2nd) - Asks Ss to repeat all the words
- Gives feedback
Whole class
Look at the model and tell the reason
Work in pairs Tell the ideas
Repeat all the words and copy
Count the numbers of syllables of each words and the type of the words
Work in pairs to mark stress
Copy then repeat chorally
3. Activity3:Grammar(8 minutes)
a) Objective: Help students revise structures of Conversation skills.
b) Content: Ss work in pairs to fill in the blanks with the words given in the box c) Products: Students develop speaking and writing skills, the ability of self-study, cooperation.
d) Organization of implementation:
Teacher’s activities Ss’ activities
Fill in the blanks with the words given from the box (P.95)
-Runs through all the words in the box and sentences to make sure the Sts understand - Asks Ss to work individually to complete the sentences.
Whole class
Work individually to complete sentences using words given in the box.
-Asks Ss to come to the board and write the answers
- Corrects and gives feedback A. K
2. it; 3. those; 4. some; 5. This; 6. Some; 7. them copy 4. Activity4:Listening(10 minutes)
a) Objective: Help students listen for details of the conversation between Matt and Amy
b) Content: Ss hear Matt and Amy talking in a restaurant, then choose the correct answer
c) Products: Students understand and identify the main information about the conversation. Ss can develop their listening skill and their ability of self-study.
d) Organization of implementation:
Teacher’s activities Ss’ activities
Option 1. Prediction
-Shows the content of the Listening. P94 on the screen
- Sets the scene: Matt and Amy are talking in a restaurant
- Runs through the content of the activity to make sure the Sts understand
- Asks ss to predict by choosing A, B, or C for each question
- Collects some and writes on the board.
Option 2. Listen and choose the correct answer(Listening. P94)
-Plays the recording twice -Takes Ss’ ideas
- Plays the last time to gives the right answer - Corrects.
A. K
1.C; 2. A; 3. C; 4. B; 5. A
Look at the screen
Whole class Individually Tell some ideas
Listen twice and choose the correct choice
Listen for the last time and tell the answer(Good sts can tell how they know)
5. Activity5: Reading(10 minutes)
a) Objective: Help students master words in an email.
b) Content: Ss read the email and write one word for each blank.
c) Products: Ss can improve their reading skill and the ability of cooperation and creation.
d) Organization of implementation:
Teacher’s activities Students’ activities Read the email. Write one word for each blank
(Reading. P94)
-Runs through the email to make sure all the Sts understand
- Asks Sts to work in pairs to complete the email - Has Ss write their answer on the board in 2 teams - Corrects and gives feedback
A. K
1. some; 2. They; 3. where; 4. go; 5. with
The whole class Work in pairs
Write on the board in 2 teams
copy
* Homework (3')
- Revise all the new words, and structures in Unit 5.
- Practice speaking about dishes
- Prepare Unit 6. Community Services: Vocabulary about public services in your village
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