Giáo án môn Tiếng Anh Lớp 6 - Period 70+71+72

Period: 70
UNIT 9: CITIES OF THE WORLD
A closer look 1
I. Objectives
By the end of the lesson sts can pronounce the sounds /əʊ/ and /ai/ correctly in isolation and in context; use the lexical items related to the topic “Cities of the World”.
1. Knowledge, Skills, Attitude: 
a. Knowledge: - Vocabulary: The lexical items related to the topic “Cities of the world”.
- Grammar: The Past Simple
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
- Ask ss some questions.
Do you remember about Mai and Tom?
Which cities did Mai and Tom talk about at the beginning of the unit?
How did Tom describe the three cities?
What did he talk about?
Which adjectives did he use?
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Explain how to do this task. Then asks Ss individually to match the words they know first.
Ss: Work individually
T: Calls on some Ss to give their answers.
Ss: Present their answers before class. Other Ss comment.
T: Gives feedback and corrects. Guides Ss to practise reading these adjectives
- Asks Ss to use theses adjectives to describe the four cities in listen and read
* Vocabulary.
1. Match the words inA with their opposites in B. Some words may have more than one opposite.
*Key:
1. old- new 
2- dangerous – safe
3- quiet- noisy 
4- dry- wet
5- clean- dirty 
............................................ 
T: Asks Ss to work in group of four. They can use the words in 1 to create the webs. Encourages Ss to add other adjectives.
 -Explains the meanings to them if necessary.
- Gives feedback. Points out that some adjs cannot go with particular nouns (Ex: We cannot say long/ short city or rainy people.
2. Create word webs.
*Keys:
City: beautiful, peaceful, polluted, safe 
People: nice, friendly, noisy, interesting
Food: delicious, awful, good, tasty 
Weather: bad, nice, rainy, hot, cold, wet
Building: old, modern, tall, new 
T: Lets Ss practise the sounds /əu/ , /ai/ together. Model the two sounds with cold and dry 
- Play the recording. Asks Ss to listen and put the words in the correct column while they listen
Ss: Compare their answers in pairs before T checks their answers with the whole class.
T: Plays the recording as many times as necessary. Gives feedback and has Ss repeat the sounds as a class.
* Pronunciation: /əu/ and /ai/ 
3. Listen and write the words you hear in the correct column. Then, read the words aloud. 
*Keys:
/əu/	/ai/
cold, snow, old, clothes, hold	sky, exciting, high, fine, fight, 
T: Has Ss practise the words in bold first
- Plays the recording and asks Ss to listen and repeat. 
- Plays the recording as many times as necessary.
- Lets Ss repeat sentence by sentence. Helps them recognize the two sounds in the sentences.
4. Listen and repeat.
T: Gives some examples to brainstorm the superlatives of adjectives.
* Grammar 
The Superlative of adjectives
- short adjectives
+ The + short adjectives - EST
+ The oldest university
- Long adjectives
+ The + MOST+ Long adjectives
+ The most popular writer
T: Lets Ss look at all the pictures quickly. Ask Ss to work individually to complete the fact sheet by choosing one of the pictures provided.
- Has Ss compare the answer and discuss whether they agree with each other’s answers.
5. Choose the right picture to complete the fact sheet.
1. London	2. oxford University
3. Shakespeare	4. fish and chips
5- tea	6- watching TV
T: Reminds Ss how to form the superlatives of short adjective and now long adjectives and give more examples
- Asks them to find the superlative of long adjectives in the text in 6.
- Calls some Ss to give their answers.
Ss: Give their answers before the class.
T: Gives feedback – Corrects.
6. Read this article about Britain. Then, look at your fact sheet. Did you have correct answers?
3. Consolidation 4’
T: Asks students to repeat the main contents of the lesson: “vocabulary, the sounds and grammar”.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 71
Unit 9: CITIES OF THE WORLD
A closer look 2
I. Objectives
By the end of the lesson sts can know the form and use of the Present perfect tense, then do the exercise correctly. 
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Cities of the world”.
- Grammar: The Past Simple
b. Skills: listening, speaking, reading and writing.
c. Attitude: Educate students know more about the cities, the countries and the continents in the world.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: “We have recently talked a lot about interesting facts in Viet Nam. Can you tell me which cities you have visited more than once?”
Ss: Answer teacher’s question.
Chatting
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Gives some examples to help Ss to know how to use the present perfect tense. (the usages, the form...)
Ss: Listen and write down.
* Grammar: The present perfect tense.
 Eg: I’ve been to most of the cities.
 I have never been there.
 I have visited Dalat twice.
* Formation:
(+)
S + Have/ Has + PP
(-)
S+ Haven’t/ hasn’t+ PP
(?) 
 Have/ Has+ S + PP ?
IRREGULAR VERBS
Be - was/ were - been do - did - done
Have - had - had go – went - gone
Win - won - won sit - sat - sat
Eat - ate - eaten take -took - taken
Note - Have you ever been to Dalat?
 - Yes, I have/ No, I have never been there.
T: Asks Ss to recall what Tom told Mai about in the conversation in “Getting started”
- Has Ss underline all the verbs in the present perfect tense. Then gives more examples.
- Uses the Grammar box to explain that the present perfect is used to show that one has had or has never had this experience. 
- Notices the form, the past participle and the use of ever and never.
1. Listen again to part of the conversation. Pay attention to the present prefect.
T: Asks Ss to work individually to put the verbs in brackets into the present perfect
T: Observes/helps when necessary and corrects Ss’ mistakes. 
 - More explain that the present perfect tense (It’s not important to state the exact time).
Put the verbs in brackets into the present perfect 
*Key:
1. has been
2- has been
2. has visited
4. has been
5- hasn’t been
T: Asks Ss to remember the present simple.
 ( it describes a repeated action, a truth, goes with adverbs of frequency )
T: Asks Ss to work individually to put the verbs in brackets into the present perfect or the simple present.
- Lets Ss compare the answers with their friends 
- Gives feedback as a class discussion.
3. Write the correct form of the verbs. 
*Key:
1- Have you seen I have seen...
2- go
3- have never been
4- clean
5- takes
6- has eaten
T: Elicits what there is in the photos: What can you see?
- Asks them to give the past participles of these verbs.
- Has Ss to write the full sentences then compare with their partners
- Calls some SS to talk about what Tom has done this week
4. Write sentences to tell what Tom has done this week.
*Key:
 1. He has read a book. 
 2. He has eaten pho / noodles. 
 3. He has played football. 
 4. He has got A mark. 
 5. He has washed his dog. 
T: Lets Ss listen and repeat the survey questions in the box- more explain some difficult information.
-Lets Ss go around the class. 
- Take turns asking and answering the survey questions. 
-Asks Ss to report their results. Count the number of “yes” answer to each question and find out what the thing the most SS have ever done and the thing that the least of them / or no one has done ...
5. Class survey
3. Consolidation 4’
T: Asks students to repeat the main contents of the lesson: 
- The present perfect tense.
- The lexical terms related to the topic “Cities of the world”
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 72
Unit 9: CITIES OF THE WORLD
(Communication)
I. Objectives
By the end of this lesson, students will able to identify landmarks in cities around the world and compare features of cities around the world.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Cities of the world”.
- Grammar: Comparatives of adjectives, Possessive case
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Educate students know more about the cities, the countries and the continents in the world.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
- Have sts play “Matching”
A
B
Design
Symbol
Landmark
Creature
UNESCO World Heritage
Di sản VHTG
Thiết kế 
Biểu tượng 
Danh thắng 
S V, tạo vật
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Explains the meaning of some new words.
Concept check: Slap the board.
-Lets Ss close their books. Look at the picture on text book and tell what they are ( (They can say in Vietnamese)
- Then gives them the English names of five landmarks and ask them to match with the pictures- correct
- Asks them if they know something about them: Which countries or which cities are they in? What type of building are they? What were they build for?
- Asks Ss to names some any UNESCO World Heritage sites in Viet Nam
* Communication
*Extra vocabulary
- design (v): thiết kế
- symbol (n): biểu tượng 
- landmark (n): danh thắng
- creature (v): sinh vật, tạo vật
- UNESCO World Heritage site (n): 
T: Asks Ss to read in silent about five landmarks. 
- Asks them to do matching. Then calls on some Ss to check.
- Gets feedback and gives the correct answers
1- Match the words in the box with the landmarks. ...
*Key:
a- Merlion
b- Big Ben
c- Temple of Literature
d- Sydney Opera house
e- Eiffel Tower
T: Asks Ss to read in silent about five landmarks again in order to underline key words in each text and try to remember the main points of the text.
- Calls on some Ss to check. 
- Gives the correct answers
2. Read about the landmarks. Can you guess which landmark from 1 they are?
 *Key:
1- Big Ben
2- Sydney opera house
3- Temple of literature
4- Eiffel tower
5- Merlion
T: Asks Ss to do True or False exercise individually, then compare the answers with their partners.
- Calls on some Ss to give their answers. Other Ss comment. 
- Gets feed back and asks them to support their answers
3. True or false statements.
Key:
1-F (The bell in the tower is the largest bell ever made in England.)
2- F ( IT was designed by a Danish architect.)
3- T
4- F ( It is the most visited landmark in the world)
5- T
6- F (It has a lion’s head and a fish’s body.)
T: Lets Ss think about a country/ a city/ a landmark . Then asks the rest of the class to make only 5 yes or no questions to find out what it is . 
Arranges groups of four to play the game. Each group then chooses the most difficult city that they had to guess in their groups.
The person who has the correct answer will win. 
Ss: Work in groups
- Calls on Ss to present it in front of the
class.
- Gives feedback.
4. Play a guessing game
Think of a city, or a landmark. Give clues. Your classmates guess.
3. Consolidation 4’
T: Asks students to repeat: - Vocabulary related to countries/ cities/ landmarks.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 24: ........................................................
Võ Quốc Hải