GIÁO ÁN ANH 6 UNIT 7 TELEVISION MỚI ( 3 CỘT )

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GIÁO ÁN ANH 6 UNIT 7 MỚI ( 3 CỘT )Period 55UNIT 7: TELEVISIONLesson 1: Getting Started – What’s on today?I. Objectives:By the end of this Unit, students can use some vocabularies and structures to talk about some famous children’s programs.II. Language Focus:1. Vocabulary: the items related to television.2. Structures: The present simple tense.III. Method: Communicative approachIV. Teaching ads: Course book, CD player, picture.V. Procedures:StepsLearning activitiesModesWarmup:5msWho are they? What are they doing? Can you guess what they are talking about? ( Introduce) Are they talking about their famous TV programmes? Ask Ss to look at the picture and answer somequestions about the pictureWhole classPresentation:7ms Write the title on the board and explain the meaning of “what’s on” and ask Ss to guess what the picture might show or what the conversation might be about. Ask Ss to share any recent experiences of their watching TV More explains new words and structures in listen and read. VocabularyTo be on (TV)program Laughing out loud cartoonclipchannel awfulintelligentcoolstupidTV scheduleStructuresconjunctions: and, butEg: Tom is stupid, but funnyPlay the recording. Ss listen and read. Listen Listen and repeatActivity 3 :8ms Activity 4Activity 5 7msActivity 68msActivity 77ms1a Answer the questions Ss work independently. Allow them to share answers before discussing as a class. Write the correct answers on the board Confirm the correct answers.1 Laughing out loud 2 VTV33No, they aren’t4 Because he is awful.5 Tom is stupid, but funny1b find the adjectives from the conversation describing each characterLet Ss to find the adjectives from the conversation describing each character Get feedbackMr Bean: funny ,awfulTom : stupid, funnyJerry : intelligent1c Make Yes No questions with these adjectives T supplements the list of adjectives Ask Ss if they know a program they have watched and comment on it by using an adjective by making yes no questions(cartoon, movie, game show who is Is News program popular? Yes, it is Is News program funny? No, it isn’t millionaire, discovery)Write the words under the picturesLet Ss listen and repeat these new words in the box. Teacher explains new words Ask SS to work in group of four , look at the pictures and match it with the correct words. Get feedback. Then ask them to write the correct words under the pictures1 National television2 News program3 Local television4 comedy5 game show6 animal programAsk ss to read the sentences carefully. They can ask teacher which words they don’t know. Ask them to do this exercise individually. They try to find the suitable words to complete the sentences Ss share their answers with a partner before giving T the answers. Confirm the correct answers. Pairwork Individual work Pairwork Listen and repeat. Individual work.T whole classProduction:5ms1 national2 comedy3 channels4 competition5 Cartoons6 educationalAsk Ss to work in group of four. They will discuss which two things they like and which two things they don’t like about television. Get feedback and correct.Discuss and make a listlikesDislikesMany interesting programmes Educational EntertainingBad for eyesLess active passive GroupworkConsolidationHomework3msHomework: Learn vocabulary by heart. Prepare next lesson (A closer look 1)Whole class Planning date: 16/1/2019 Period 55 UNIT 7: TELEVISION Lesson 1: Getting Started – What’s on today? I Objectives: By the end of this Unit, students can use some vocabularies and structures to talk about some famous children’s programs II Language Focus: Vocabulary: the items related to television Structures: The present simple tense III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Learning activities Modes Warm-up: -Who are they? What are they doing? Can you guess what 5ms they are talking about? ( Introduce) Are they talking about -Whole class their famous TV programmes? - Ask Ss to look at the picture and answer somequestions about the picture Presentation: 7ms - Write the title on the board and explain the meaning of “what’s on” and ask Ss to guess what the picture might show or what the conversation might be about - Ask Ss to share any recent experiences of their watching TV - More explains new words and structures in listen and read Vocabulary To be on (TV) program Laughing out loud/ cartoon clip channel awful intelligent cool stupid TV schedule Structures conjunctions: and, but - Listen - Listen and repeat Activity : 8ms Activity Activity 7ms Activity 8ms Eg: Tom is stupid, but funny -Play the recording Ss listen and read 1a Answer the questions Ss work independently Allow them to share answers before discussing as a class Write the correct answers on the board -Confirm the correct answers 1- Laughing out loud 2- VTV3 3-No, they aren’t 4- Because he is awful 5- Tom is stupid, but funny 1b find the adjectives from the conversation describing each character -Let Ss to find the adjectives from the conversation describing each character - Get feedback Mr Bean: funny ,awful Tom : stupid, funny Jerry : intelligent 1c Make Yes No questions with these adjectives - T supplements the list of adjectives -Ask Ss if they know a program they have watched and comment on it by using an adjective by making yes no questions (cartoon, movie, game show who is- Is News program popular? - Yes, it is - Is News program funny? - No, it isn’t millionaire, discovery) Write the words under the pictures -Let Ss listen and repeat these new words in the box Teacher explains new words - Ask SS to work in group of four , look at the pictures and match it with the correct words - Get feedback Then ask them to write the correct words under the pictures 1- National television - Pair-work - Individual work - Pair-work - Listen and repeat - Individual work Activity 7ms Production: 5ms Consolidation / Homework 3ms 2- News program 3- Local television 4- comedy 5- game show 6- animal program -Ask ss to read the sentences carefully They can ask teacher which words they don’t know - Ask them to this exercise individually They try to find the suitable words to complete the sentences -Ss share their answers with a partner before giving T the answers -Confirm the correct answers 1- national 2- comedy 3- channels 4- competition 5- Cartoons 6- educational -Ask Ss to work in group of four They will discuss which two things they like and which two things they don’t like about television - Get feedback and correct Discuss and make a list likes Dislikes *Many interesting Bad for eyes programmes Less active/ * Educational passive * Entertaining Homework: - Learn vocabulary by heart - Prepare next lesson (A closer look 1) T- whole class - Groupwork Whole class Planning date: 17/1/2019 Period 56 UNIT 7: TELEVISION Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can pronounce correctly the sounds /θ/ and /ð/ in isolation and in context II Language Focus: Vocabulary: the lexical items related to the topic “Television” Structures:The present simple tense III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Warm up 5ms Learning activities Chatting Do you often watch TV ? What program you like best ? Why ? Presentation Vocabulary : Name the rooms of the house 10ms newsreader - Listen and repeat these new words in the box Remind them these words in G S deals with the names of the channels or programs… while the latter deals with the jobs of the people working on television - Ask SS to work in pairs and match the words with the right pictures TV schedule MC TV viewer remote control weatherman Practice: 2.Choose the right words 17ms - Let Ss work in pairsto this activity They will review the words they have learned as well as they can learn how to identify a word from its description - Get feedback and ask other Ss to comment 2.Choose the right words – weatherman 2- newsreader - Remote control - MC - Volume button - TV viewer  Pronunciation /θ/ and /ð/ /θ/ /ð/ Theater, earth, Thanksgi ing, both, through There, them Neither, weatherman, than, feather models - Individual work - Pair-work - Listen and repeat - Pair-work Performing 10ms Conslidation Homework: 3ms -Ask Ss to listen to the words very carefully Let them focus on the /θ/ and /ð/ sounds and distinguish between them -Then play the recording for them to listen and repeat the words - Play the recording every words many times for ss to recognize it - T-Whole class -Ask Ss to 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 -Have Ss comment on the way to pronounce - Ask Ss to give more examples -Play the recording for Ss to repeat the tongue twister - Then ask them to practise reading it quickly and correctly Game What is it? - Group-work - Have Ss play a game what is it T prepare some flashcards Then divide class into groups - Every group try to define the words in their flashcards for the ss in other groups to guess and write on their sub board - The group has more right words will win - The topic “Television” T sets the - Learn vocabulary by heart task - Prepare next lesson (A closer look 2) Planning date: 18/1/2019 Period 57 UNIT 7: TELEVISION Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use Wh-questions correctly and appropriately II Language Focus: Vocabulary: the lexical items related to the topic “Television” Structures: Wh-questions: When, what, where, who, how often III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Steps Warm-up 5ms Activity 5ms Activity 5ms Learning activities Nought and Crosse: MC weather watch TV viewer newsreader listen TV programme what Have Ss to play a game I-WH – QUESTIONS Presentation Question words : Who, what, where, when, why, which, how Exercise : Read the conversation and underline the question words What- Where - How long Practice: Exercise : Complete the conversations - Then listen and check - Let Ss look at the answer in order to choose the correct question word -Play the recording Let Ss look at the conversations as they listen and check their answers How often, What Who Models Group work T- whole class Pair work Activity 5ms Activity 10ms When Where Exercise : Complete the conversations - Then listen and check -Let Ss to to practise the question words in a longer and more complete conversation - T should ask Ss to refer to the answers in order to find the question word Note: Ss might find it difficult to complete the question: of them are there? Suggest they look at the word ‘series’, which means ‘many’ and the answers ‘there are ten of them already’ What What How many Why? What time/ when II- CONJUNCTIONS : are used to connect words and ideas :BUT,AND, OR, BECAUSE, ALTHOUGH Presentation - T explains the meaning and how to use the how to use the conjunctions correctly -Guide Ss, telling them that if they want to find the correct conjunctions for each statement, they have to read the statements carefully and decide what the relationship between the two ideas is Also discuss punctuation Explain to Ss that there is always comma with so and although Eg1 : She is tall andcute Adj + Conj + Adj Shestayed at home becauseshewas ill S +V + conj + S + V Main clause subordinated clause *Because she was ill ,she stayed at home Subordinated clause , Main clause She was ill , so she stayed at home Main clause Subordinated clause Pair work T- whole class Activity : 5ms Activity 5ms Consolidatio n Homework: 5ms Exercise : Use the conjunctions to complete the sentences 1- and 2- but 3- Although 4- because 5- so Practice Exercise : Match -Ask Ss to work in pairs to complete the activity - get feedback- ask ss to read the completed sentences in front of the class 1- c 2- a 3- e 4- b 5- d Production: How much you know about TV in Vietnam? What is the name of the national TV channel? How many hours does it broadcast? -This task is more demanding as Ss have to decide what question word is to be used and how to form the question Ask Ss to underline the key information the question is asking for, e.g.: the name, the programme -> the question word is ‘What’ Ss can then make the questions Focus on Wh-questions: When, what, where, who, how often., conjunction - Prepare next lesson (Communication T- whole class Individually Group work T- whole class Planning date: 24/1/2019 Period 58 UNIT 7: TELEVISION Lesson 4: Communication I.Objectives: By the end of this lesson, students can Ask and talk about a favorite TV programmes II.Language Focus: Vocabulary: the lexical items related to the topic “Television” Structures: The present simple tense III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Steps Warm up 5ms Presentation: 10ms Learning activities Chating What TV channel you like ? why ? What programmer for children ? Extra vocabulary: Clumsy Cute Mini-series Entertain - Have Ss listen and read , write vocabulary -Ask Ss to repeat the name of some countries - Then ask them to look at the Facts and complete the sentences in pairs Models T- whole class - Whole class - Pair-work Complete the Facts Japan Viet Nam Iceland The USA Finland Britain Practice: 15ms 2- Do you agree with following statements Yes, I do/ No, I don’t Discussion -Ask Ss to work in group of four to discuss in order to find how they fell and what they think about television - Get feed back – Let them talk freely How much you know? a Read about two famous TV programmes for children -Ask SS to read the reading carefully - Let them to use it as a model for their talk about their - Group-work favorite programme later - ask them if they want to change any of their previous answers in b, Tick the correct programme both programmes - Asks SS to reads the again then tick the correct programme - explains the relationship between education and educational; small children and Kids b, Tick the correct programme both programmes 2- programme Let’s learn 3- programme Hello Fatty 4- programme Let’s learn 5- programme Hello Fatty 6- programme Let’s learn Production: 10ms Consolidation Homework: 5ms Work in groups Read about the two programmes again Tell your group which one you prefer and why? -Ask SS to work in group of four They read the two programmes again then tell which one they prefer and why - then ask SS to speak in front of the class - TV programmes - Write a paragraph to describe a programe you prefer in your notebook - Prepare next lesson : (Skill 1) - Individual work group work T sets the tasks Planning date: 25/1/2019 Period 59 UNIT 7: TELEVISION Lesson 5: Skill I Objectives: By the end of this lesson, students can read a TV schedule and descriptions of famous children’s programmes for specific informationand talk about a favorite TV programme II Language Focus: Sample writing I am the president of the school’s 3Rs club I have a plan for our club in this school year The plan is called “Green School Year” In this plan, each group will plant at least five trees We have trees for them and groups will have to water them regularly after they plant the trees By the end of the semester, we will have a Recycling Competition Students can recycle cans, bottles, carton boxes or anything they want to make useful things IV LANGUAGE FOCUS Match a clause in I with a suitable clause in II D E B A C Choose the best option to complete each sentence Circle A, B or C B A C B C 15 MINUTES- TEST 1- Read the description of two dream houses Match the person with the suitable dream house DREAM HOUSE A This home will be very warm It will have a milkshake maker, smoothie maker and an ice cream maker One of the rooms will be a puppy room with cute little puppies The room next to it will be a movie theatre, and it can give you an arm massage and back massage DREAM HOUSE B My dream house will have a pool and a hot tub It will also have a jetpack and a big TV Besides, I would want two laptops and a master bedroom with a TV and a water park Then I would want the fastest and nicest car in the world and have an ice cream maker Also I would have a ball that can turn into a Xbox1 Nam wants to live in a house with a pool B Ted wants to play games Tess doesn’t like cold weather Mina wants to share the house with pets May loves computers 122 Finn wants both to watch films and to have a massage 2- Write a letter (60-80 words) to your pen friend to tell him/her about a city you visited Key ; I- B A A B A You should use the cues given: - Name of the city - Time you visited the city - Things you saw or did in the city - Things you liked or disliked about the city 123 Planning date:4/05/2019 Period 96 UNIT 12: ROBOTS Lesson 1: Getting Started – Robots and their work I Objectives: By the end of this lesson, students can know some vocabulary and structure to talk about the topic ‘robots’ II Language Focus: Vocabulary: the lexical items related to the topic “Robots” Structures: Could for past ability Will be able to for future ability III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Learning activities Modes Warm up Getting started 5ms Robots and their work Whole class 1-Ask Ss questions about the photo: Where are Nick and Phong? What might be happening to them? What are they doing? You can ask Ss to guess Dr Alex’s job You can also ask Ss to share any recent experiences of visiting an exhibition: Have you ever been to an exhibition? , Where and when?, What did you see there? -Play the recording Ss listen and read T can play the recording more than once Pause the recording at the appropriate place if Ss need help with comprehension questions Ss work independently Allow Ss to share their answers before discussing as a class They could only very simple things 124 Yes, they can They will be able to many things like humans No, they won’t Getting started 15ms Doing 15ms Performing 125 Firstly, ask Ss not to look at the board and try to remember what four types of robots are mentioned in the conversation Then, let them open their books and check their answers Key: Teaching robots Worker robots doctor robots Home robots Whole class Whole class Have Ss quickly match each activity with picture Then play the recording for Ss to check their Individuals answers, pausing after each phrase and asking them to repeat chorally and individually Correct their pronunciation With a weaker class, ask for translations to check if Ss understand.With a stronger class, ask some additional questions, e.g Do you often the dishes? How often you cut the hedge? Etc Key: 1.c 2.d 3.a 4.b Demonstrate the game to the class first Ask a more able S to help you Then Ss play in groups In a weaker class, T may work together with Ss first: miming one or two actives in and eliciting the answers When they know exactly what to do, ask them to work in groups First, help Ss remember the use of can to talk Pairs about ability in the present and have some Ss give examples Ask a more able S to tell what activities in the pictures he/ she can or can’t Ask Ss to work in pairs Whole class T may go around to help weaker Ss Survey: Ask Ss to move around and ask different classmates different questions Remind them not to ask Pairs the same S all the questions When they have finished 9ms Homework 1m the survey, ask Ss to report the results Count the number of yes answers to each question and find out which spoets or games all Ss can play, some can play, Whole class and no one can play - Learn Vocabulary Whole class - Practice the conversation - Prepare the next lesson (A closer look Planning date:4/05/2019 Period 97 UNIT 12: ROBOTS Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can use will be able to for future ability and could for past ability II Language Focus: Vocabulary: the lexical items related to the topic “Robots” Structures: Could for past ability Will be able to for future ability III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Warm up 5ms VOCABULARY 10ms 126 Learning activities Video description - listen to the song and watch the video after that tell class : What activities or what thing you see in the video ? What is it about ? ROBOTS VOCABULARY Have Ss quickly match the verb in column A with a noun or a noun phrase in column B Then play the recording for Ss to check their answers Pause the recording after each phrase and ask them to repeat chorally and individually Correct their pronunciation With a weaker class, ask for translations to check if they understand With a stronger class, ask some additional questions, e.g Can your dog understand what you say? Can Modes Whole class Whole class Pair you lift heavy things? Can your mother make coffee? Etc Key: 1.c 2.a 3.b 4.e GRAMMAR 10 127 5.d Before asking Ss to find more words or phrase for each verb from column A in 1, make some examples to illustrate Ask Ss to the vocabulary exercise individually and then check with the whole class When checking, ask Ss to refer to to make the meanings cleaner to them Could Ask Ss to study the Grammar Box Draw Ss’ attention to the form and use of could by analyzing the examples in the Grammar Box Remind Ss that could is the equivalent of can in the past Then ask some more able Ss to give some more examples 3-Ask Ss to the grammar exercise individually Tell Ss to refer to the form and use of could in the Grammar Box if they have any difficulty Have Ss compare their answers in pairs before checking their answers with the whole class Key: Mary could sums at the age of Could you read and write when you were 6? Robots could lift heavy things some years ago Robots couldn’t move easily until recent years 4-First, model this activity with a more able S Remind Ss that they only use information from the table in to ask and answer about what the famous robot Ongaku could or couldn’t two years ago Ask Ss to work in pairs Call some pairs to practice in front of the class 5- First, write two examples of what he/she could and couldn’t when at primary school on the board Then ask Ss to work individually and share their sentences with their partners Call some Ss to say their sentences in front of the class Whole class Pair Pairwork T- whole class Individual Pairwork Individual PRONUNCIATION 10ms Model the sounds /ɔi/ and /aʊ/ first and let Ss see how the sounds are formed Ask Ss to practice the /ɔi/and /aʊ/ sounds together Play the recording and ask Ss to listen and repeat Play the recording as many times as necessary Ask Ss to put the words in the correct column while they listen Ss compare their answers in pairs before checking the answers as a whole class /ɔi/ voice boy Toy Noisy Boil PERFORMING 10ms Homework 5m 128 /aʊ/ down house around Flower shout Ask Ss to listen while T plays the recording Play the recording again and ask Ss to circle the words they hear Ask Ss to check their answers Provide further practice if need be Tapescript: Did you put oil in the salad? I can see a cow over there Ouch! You’ve stepped on my toes See took a bow when she finished her song Outcome ( part sgk ) Ask Ss to listen while you play the recording Play the recording again and ask Ss to chant along Provide further practice by dividing the class into two groups Have groups sing alternate lines - Ask Ss to practice the poem in pairs - Call on some pairs to practice the poem - Correct their mistakes - Do exercises in the workbook - Prepare for the next lesson: Closer look Whole class Individuals Whole class Whole class Whole class Pairs Whole class Planning date:9/05/2019 Period 98 UNIT 12: ROBOTS Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use will be able to for future ability and could for past ability II Language Focus: Vocabulary: the lexical items related to the topic “Robots” Structures: Could for past ability Will be able to for future ability III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Stage Activities Interactio n Warm up Revision: T-whole Get two students to go to the board to write new class words about robots The student then reads the 5ms words they have written aloud Presentation 129 Will be able to Ask Ss to study the Grammar Box Draw Ss’ attention to the form and use of will be able to by analyzing the examples in the Grammar Box Remind Ss that will be able to is used to talk about ability in the future Then ask Ss to give some more examples Ask Ss to read the instructions Use the example to make Ss clear about what they should (with a weaker class the first sentence for them) Ask Ss T-whole class to the grammar exercise individually Remind them to pay attention to the form and use of will be able to and look back the Grammar Box if necessary Then have Ss compare their answers in pairs before checking with the whole class Key: In 2030, robots will be able to many things like humans Will robots be able to talk to us them? Robots won’t be able to play football Will robots be able to recognize our faces? Practice 30ms 130 Ask Ss to read the instructions Use an example to make Ss clear about what they should (with a weaker class the first sentence for them) Remind Ss that they only use activities in the pictures in to write about what they think they will or won’t be able to when they are in Year Have them look back the Grammar Box if necessary Ask Ss to work individually and share their sentences with their partners Call some Ss to say their sentences in front of the class First, model this activity with a more able S Remind Ss to ask and answer questions about the activities in Have Ss work in pairs T may go around to help weaker Ss After Ss have finished their pairwork, ask some Ss to tell the class about their partners’ abilities Ask Ss to read and complete the sentences individually Remind them to pay attention to the form and use of can, could and will able to Have them look back the Grammar Box if necessary Have Ss compare their answers in pairs before checking with the whole class Key: couldn’t 2.will be able to 3.could, can’t won’t be able to 5.can Ask students to read the instructions Explain to make Ss clear about what they should (with a weaker class the first sentence for them) Remind T-whole class T-whole class T-whole class them to pay attention to the meaning of the verbs from the box in 5; the form and use of can, could and will able to; and look back the Grammar Boxes and Vocabulary in Getting Started and in A Closer Look if necessary Have Ss compare answers in pairs before checking with the whole class Key: 1.will be able to recognise 2.can make 3.could 4.can guard Production 57ms Consolidatio n 3m Homework 2ms 131 6, First, model this activity with a more able S Remind Ss that they only use the information from table in to ask and answer about what the intelligent robot kitty could in the past, can now and will be able to in the future Ask Ss to work in pairs while T circulates and monitors Call some Ss to talk about Kitty’s skills and abilities in front of the Focus on what Ss have learnt - Practice more the language of intentions (with be able to) and could - Prepare next lesson (Communication) Pairwork T-whole class Planning date:10/05/2019 Period 99 UNIT 12: ROBOTS Lesson 4: Communication I Objectives: By the end of this lesson, students can talk about what robots can II Language Focus: Vocabulary: the lexical items related to the topic “Robots” Structures: Could for past ability Will be able to for future ability III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Stage Activities Warm up Brainstorming Questions:  What skills would you like a robot to have?  And what skills the two robots Ongaku and Kitty have? 5ms clean your house go to the market Robot 132 play with you Interactio n T-whole class T-whole class Presentation 5ms Practise 17ms Production 15ms Consolidatio n 1m Homework 133 Listen to the radio program form 4Teen News Then fill in each gap with the word you hear - Have Ss read the interview and ask them to look carefully at the pictures of three robots and guess the missing word for each gap in the interview - Play the recording and allow Ss to fill in the gaps as they listen - Ask Ss to share their answers in pairs T-whole class T-whole class Welcome to ‘Technology and you’ Today we ask our friends around the world to tell is about their robots Key: words shoes first school water Interview three people about what skills they want their robots to have Note their answers in the table below (Page 63) - Ask Ss to move around and ask different classmates what skills they want their robots to have Remind them to write the names of the people they interview and note the answers in table - What abilities does he/ she want his/ her robots to have? When Ss have finished the interview, have Ss practice reporting the results of their interviews in pairs Report your results to the class T-whole class Individual work T-whole class - Choose some Ss to report the results of the interviews in front of the class After each student has finished his/ her report, invite some comments from other Ss Then make comments and correct any common errors Ss-whole class Focus Ss on what Ss have learnt T-whole class - - Prepare for the next lesson: Unit 12: Skills - Do exercise (Workbook) 2ms Planning date:14/05/2019 Period 100 UNIT 12: ROBOTS Lesson 5: Skill I Objectives: By the end of this lesson, students can talk and read for specific information about types of robots and their abilities or skills II Language Focus: Vocabulary: the lexical items related to the topic “Robots” Structures: Could for past ability Will be able to for future ability III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Learning activities Modes Warm up Picture description Questions: Whole class Where you think the robot show is? What types of robots are there in the show? 5ms Would you like to go to the robot show? Why? Why not? Reading 134 Pre-task Find these words or phrases in the text below What so they mean? space robots apart from types space stations planet Whole class 20ms Speaking 17ms 135 - Ask SS to scan the passage and underline the words in the box Help Ss work out the meanings While –task Read the news report on the international robot show Then answer the questions Key: A robot show Young people are interested in home robots The children like to see them There are worker robots, doctor robots, and space robots Individuals T- whole class 3-Read the text again and fill the table below - Ask Ss to scan the passage again and find the detailed information to complete the table Ask Ss to note where they found the information that helped them to answer the questions T- whole - Confirm Ss’ answers ans give feedback class Key: Home robots: cook, make tea or coffee, lean the house, and the washing Teaching robots: help children study, teach them English, literature, and other subjects; help children improve their English pronunciation Worker robots: build houses, buildings Doctor robots: help sick people Space robots: build space stations on the Moon and other planets Pre-stage Write what you think each type of robot will able to Individuals in the future - Brainstorm ideas for additional everyday activities that a robot can help with Ask Ss to write what they think each type of robot will able to in the future Through-stage space robots apart from types space stations Work in groups take turns talking about types of Whole class planet robots and what they will be able to in the future Can you think of other types of robots? - Ask SS to work in groups and take turns talking about Consolidatio n 2ms Homework 1m 136 types of robots and what they will be able to in the future - Focus on what Ss have learned - Prepare for the next lesson: Unit 12: Skills - Learn by heart all the new words - Do Ex D1, 2, (WB) Group work Whole class Whole class ... the next lesson: Unit 6: Skills - Learn by heart all the new words - Do Ex D1, 2, (WB) Whole class Whole class Planning date: 27/ 2/2019 Period 67 UNIT 8: SPORTS AND GAMES Lesson 6: Skill I Objectives:... :(Skill 2) Planning date: 26/ 1/2019 Period 60 UNIT 7: TELEVISION Lesson 6: Skill I Objectives: By the end of this lesson, students can listen for specific information from a recommended TV schedule... next lesson (A closer look 1) T- whole class - Groupwork Whole class Planning date: 17/ 1/2019 Period 56 UNIT 7: TELEVISION Lesson 2: A Closer Look I Objectives: By the end of this lesson, students
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