Giáo án Tiếng Anh Lớp 6 theo CV5512 - Unit 5: Around town - Lesson 1 - Part 3: Pronunciation and Speaking

Date of preparing: 	 .
Date of teaching: 	 .
Period 
UNIT 5: AROUND TOWN 
Lesson 1 - Part 3 (Page 40) – Pronunciation and Speaking
I. OBJECTIVES
 By the end of the lesson, Ss will be able to 
1. Knowledge
- use sound changes in the question: “Do you have ?”
- ask about clothes and prices when shopping.
2. Ability
- improve speaking skills. 
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- behave politely when shopping.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts 
III. PROCEDURES
A. Warm up: (5’)
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: Revision of asking about prices when shopping
c) Product: Ss review knowledge in the previous lesson and they are ready for the new lesson
d) Competence: collaboration, observation, communication
e) Organization of the activity:
Teacher’s Activities
Students’ Activities
- Give greetings 
- Check attendance
Option 1: Asking about prices
- Show pictures about clothes and prices, have Ss ask and answer about the prices
- Call Ss to give answers
- Give feedback, correct Ss’ answers if necessary
à Lead to the new lesson.
Option 2: Clip: In the shop
- Show a video clip about buying clothes / things in a store. (T only plays 1 minute 20 seconds)
Link: 
- Have Ss watch the clip and remember: What do they buy what are the prices?
- Call Ss to give answers
- Give feedback, check answers as a whole class.
à Lead to the new lesson.
- Greet T
- Look, then work in pairs
- Give answers
Answers keys
1. How much is the yellow hat?
- It’s VND 30,000
2. How much is the white dress?
- It’s 20 dollars
3. What is the price of the blue shirt?
- It’s 30,000 won
4. How much does the red sweater cost?
- It’s 10 pounds.
- Watch the video clip, then give answers
- Check answers with the teacher.
Answers keys
They buy: a doll (five hundred won)
a toy car (two hundred won)
a kite (5 dollars)
a hat (10 dollars)
B. New lesson (35’)
Activities 1: Pronunciation (10’)
a) Objective: Ss know how to use sound changes in the question: “Do you have ?”
b) Content: 
- Recognizing the sound changes in the question: “Do you have ?”
- Listening and focusing pronunciation feature, finding and correcting mistakes
- Practicing
c) Products: Ss can use the sound changes correctly in communication.
d) Competence: communication, collaboration
e) Organization of the activity:
Teacher’s Activities
Students’ Activities
a + b. Listen. Notice the sound changes of the underlined words
- Play the recording (CD1, track 59)
- Ask Ss to listen and pay attention to the sound changes
- Call Ss to make their comments on the sound changes of the questions: “Do you have ?”
- Give feedback, explain the pronunciation feature: “Do you have ?” often sounds like /dʒə hӕv/
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.
c + d. Listen and cross out the one with the wrong sound changes, then read the sentences with the correct sound changes to a partner.
- Play the recording, have Ss listen and cross out the option that doesn’t use the correct sound changes
- Call Ss to give answers
- Play the recording again and check answers as a whole class.
- Then have Ss practice saying the sentences with a partner, using the correct sound changes, then encourage Ss to use their own sentences
- Call some Ss to read their sentences in front of the class.
-Check and correct Ss’ pronunciation
- Listen
- Comment
- Listen
- Listen again and repeat
- Listen and cross out
- Give answers
- Listen again and check
- Work in pairs
- Read
Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions with structures and pronunciation they have learnt
b) Content: Practice of a conversation about buying clothes
c) Products: Ss can use what they have learnt in producing the language. 
d) Competence: collaboration, communication, creativity, public speaking.
e) Organization of the activity:
Teacher’s Activities
Students’ Activities
a. Practice the conversation. Swap the roles and repeat. (controlled practice)
Option 1: 
- Demonstrate the activity by practicing role-play with a student
- Emphasize the structures used when giving something to someone: Here you are
 Phrasal verb: try on (to put on (clothes etc) to see if they fit)
- Have pairs practice the conversation
- Call some pairs to read in front of the class
- Have pairs swap roles and repeat-using the information on the right.
- Have some pairs demonstrate the activity in front of the class
- Check Ss’ pronunciation
Option 2: (for class with better students)
- Follow the same steps as option 1
- Then give Ss an extra activity: Practice the conversation in the text book; however, they try to remember the conversation content.
- Have some pairs demonstrate the activity in front of the class, not looking at the textbook; encourage Ss to present as naturally as possible.
- Give feedback and evaluation
b. Practice with your own ideas. (free - practice)
- Have pairs practice the conversation with their own ideas, then swap roles.
- Go round, observe Ss’ work and give help if necessary
- Call some pairs to demonstrate the activity in front of the class
- Give feedback and evaluation
- Observe and listen
- Listen and take notes
- Work in pairs
- Act out the conversation
- Listen to the instruction and work in pairs. Ss can practice the new conversation with the information in the pictures.
- Act out the conversation
- Listen
- Work in pairs
- Present
Activity 3: Speaking (15’)
a) Objective: Ss can discuss items to buy and their prices when shopping
b) Content: Asking and answering questions about clothes and prices 
c) Products: Ss can use what they have learnt in producing the language in a meaningful way.
d) Competence: teamwork, communication, creativity, presentation/ public speaking.
e) Organization of the activity:
Teacher’s Activities
Students’ Activities
a. You’re shopping for clothes. Work in pairs. Student B goes to page 121, file 4. Student A is a customer. Choose 3 items below and note the size and color you want. Ask sales assistant.
- Demonstrate the activity by practicing role-play with a student
- Remind Ss to use the sound changes in their conversation
- Have student A stay on the current page and student B turn to page 121, file 4
- Have Ss A choose 3 of the items below to buy and write the size and color they want on the lines
- Have Ss ask and answer
- Have some Ss demonstrate the role-play in front of the class
- Give feedback and evaluation
b. Swap the roles and repeat. You’re a sales assistant at a store. You have the clothes below.
- Have Ss swap the roles and repeat 
- Have some Ss demonstrate the role-play in front of the class
- Give feedback and evaluation
c. In groups, discuss the items you bought and how much you spent
- Have Ss work in groups
- Have SS discuss the items they bought and how much they spent
- Have some Ss share their findings with the class
- Give feedback and evaluation
- 1 S practices role-play with the teacher
- Listen
- Work in pairs
- Role play
- Work in pairs
- Present
- Work in groups
- Present
C. Consolidation (3’)
* Pronunciation: “Do you have ?” often sounds like /dʒə hӕv/
* Some useful languages 
 Can I help you?
 Here you are
	Try it on
D. Homework (2’) 
- Practice using sound changes in the question: “Do you have ?”
- Practice asking and answering about buying clothes.
- Prepare: Lesson 2: New Words and Reading (page 41 – SB).