Giáo án Tiếng Anh Lớp 6 theo CV5512 - Unit 8: The world around us - Lesson 1 - Part 3: Pronunciation, Practice and Speaking

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Date of teaching: 	 .
Period 
UNIT 8: THE WORLD AROUND US
Lesson 1 – Part 3 (Page 64) – Pronunciation, Practice and Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to 
1. Knowledge
- practice pronouncing/ giving stress for most gerunds correctly;
- make arrangements for a class trip;
2. Ability 
- improve speaking skill;
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations;
3. Quality
- Have a positive attitude in English language learning so that they actively participate in all classroom activities, especially about the topic “The world around us”.
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, CD player, handouts 
III. PROCEDURES
Warm up: (5’)
a) Objective: To help Ss relax and review the language learnt 
b) Content: Asking and answering
c) Product: Ss can review the language learned earlier.
d) Competence: Collaboration, communication, critical thinking and creativity
e) Organization of the activity:
Teacher’s activities
Students’ activities
* Chatting:
- Have Ss work in pairs asking and answering the question ‘Where should we go for our summer vacation?’ 
- Walk around to give support if necessary 
- Answer the question with a partner
B. New lesson (35’)
Activity 1: Pronunciation (Word Stress) (5’)
a) Objective: To stress for most gerunds correctly.
b) Contents: 
- Listening and crossing out
- Listening and focusing on the underlined letters
c) Product: Ss can give correct stress for most gerunds.
d) Competence: Communication, collaboration
e) Organization of the activity:
Teacher’s activities
Students’ activities
* Presentation:
a. Stress the first syllable for most gerunds.
- Briefly explain the pronunciation/ word stress feature.
b. Listen to the words and focus on the underlined letters.
- Play the audio and draw attention to the pronunciation/ word stress feature. (CD2 - 31)
- Play the audio again and ask Ss to listen and repeat with a focus on the word stress.
* Practice
c. Listen and cross out the one with the wrong word stress. 
- Play the audio and draw attention to the word stress feature. (CD2 - 32)
- Play the audio again and check answers.
d. Read the words with the correct stress to a partner.
- Have Ss say the words given with a partner
- Give help if necessary 
 - Listen carefully to how to stress for most gerunds.
 * Notes: Stress the first syllable for most gerunds. (The -ING ending is always unstressed).
 * Ex: doing hoping seeing standing ....
 - Listen and notice the word stress individually.
- Listen and repeat individually.
 Ex: camping hiking kayaking
- Listen and cross out the one that doesn't use the correct pronunciation/ word stress feature. 
*Ex: playing rafting
Answer key: rafting – wrong 
The stress is on the second syllable.
 - Practice saying the examples with a partner using the word stress feature.
Activity 2: Practice (15’)
a) Objective: To make plans for a trip.
b) Contents: 
- Practicing the conversation
- Swapping roles and repeat
- Practicing with their own ideas
c) Product: Ss can use the language presented to make plans for a trip.
d) Competence: Collaboration, communication, critical thinking, creativity
e) Organization of the activity:
Teacher's activities
Students' activities
* Practice:
a. Practice the conversation. Swap roles and repeat.
- Set the context for the speaking task.
- Demonstrate the activity by practicing the role-play with a student.
- Have Ss practice the conversation. 
- Ask Ss to swap the roles and repeat. 
- Have students demonstrate the conversation 
Teacher should ask some weaker pairs to have more practice.
* Production 
b. Practice with your own ideas. 
- Have Ss practice the conversation with their own ideas and swap the roles. 
- Practice the role-play with teacher.
- Work in pairs to practice the conversation. 
 (closed pairs)
- Swap the role and repeat using the prompts/ cues on the right. (closed pairs)
- Demonstrate the activity in pairs in front of the class. 
- Work in pairs. 
- Demonstrate the activity in pairs in front of the class. 
Activity 3: Speaking – Making Arrangements for a Class Trip. (15’)
a) Objective: To make arrangements for a class trip.
b) Contents: 
- Working in pairs
- Role-playing the activities
c) Product: Ss can use the language learned to make arrangements for a class trip in English.
d) Competence: Collaboration, communication, problem-solving, creativity
e) Organization of the activity: 
Teacher's activities
Students' activities
* Pre-speaking:
a. You are making plans for a class trip. Work in pairs. Student B, Turn to page 124, File 10. Student A, answer Student B's questions about Hang Tiên Caves, then ask Student B question about Cúc Phương National Park and complete the table.
- Have Ss study the task
- Have 01 S to model the conversation
* While - speaking
- Have Ss practice speaking the conversations.
- Have Ss take turns asking and answering to complete the table. 
- Have some pairs demonstrate the role- play in front of the class. 
* Post -speaking:
b. Where are you going to go? 
- Let Ss practice asking and answering.
- Have some pairs practice asking and answering.
- Practice the dialogue with teacher. 
- Student A stays on the current page and student B turns to page 124, File 10. 
- Work in pairs to practice the dialogue/ conversation.
- Work in pairs.
- Work in pairs.
C. Consolidation (2’)
* Word Stress: Stress the first syllable for most gerunds
* Asking and answering about making arrangements for a class trip
	Where should we go on our trip?
	What can we do there?
	How should we go there?
	Where can we stay?
Where are you going to go?
We’re going to go to .
D. Homework (3’)
- Practice stressing for most gerunds correctly.
- Make arrangements for a class trip.
- Do homework: Writing b on page 45 in workbook.
- Prepare for the next lesson: Unit 8 - Lesson 2: New words and reading on page 65.