Kế hoạch giảng dạy English 6 - Unit 10: My Dream Job (Lesson 1, 2, 3)
By the end of the lesson, students are expected to achieve the following objectives:
- Knowledge:
- Vocabulary: Jobs
- Grammar: Present Simple and ‘be going to’ for Future plans revision
- Competencies:
- General competencies:
Form and improve such competencies as group work, independent working, pair work, linguistic competence, cooperative learning and communicative competence.
- Specific competencies:
Improve communicative competencies related to the use of language (vocabulary, phonetics, grammar)
- For a language lesson: Students are expected to know the meaning of the keywords about their jobs, and understand the main grammatical points, then do the tasks assigned in the textbook.
- For a skills lesson: Students are expected to use the vocabulary about people and their jobs to practice talking about the dream job.
- Qualities:
- Being hard-working and attentive in class
- Being collaborative while doing in-class exercises
- Being respectful towards each other’s dreams about future jobs.
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UNIT 10: MY DREAM JOB Lesson 10.1: Vocabulary (Time: 1 period) Class Date of teaching Attendance I. OBJECTIVES By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: - Vocabulary: Jobs - Grammar: Present Simple and ‘be going to’ for Future plans revision 2. Competencies: a. General competencies: Form and improve such competencies as group work, independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: Improve communicative competencies related to the use of language (vocabulary, phonetics, grammar) ● For a language lesson: Students are expected to know the meaning of the keywords about their jobs, and understand the main grammatical points, then do the tasks assigned in the textbook. ● For a skills lesson: Students are expected to use the vocabulary about people and their jobs to practice talking about the dream job. 3. Qualities: - Being hard-working and attentive in class - Being collaborative while doing in-class exercises - Being respectful towards each other’s dreams about future jobs. II. PREPARATIONS Teacher: Textbooks, PowerPoint slides, A4 paper, TV, projector, loudspeaker Students: Textbooks, notebooks III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: To attract Ss’ attention to the lesson and lead in the new lesson. 2. Content: Ss working in groups of 4 to brainstorm and list all job words they’ve known as instructed by T. 3. Products: Ss are able to write down as many words about jobs as they can based on their vocabulary and knowledge. 4. Implementation: TEACHER AND CONTENTS STUDENTS’ ACTIVITIES Brainstorming - Suggested answers: teacher, Step 1: Task performance policeman, student, cook, firefighter - Ss work in groups of 4 to list all job words they’ve known on A4 paper. Step 2: Judgment - The group with the most correct answers is the winner. ACTIVITY 2: KNOWLEDGE FORMATION (5’) 1. Aim: To introduce the objectives of the lesson with a can-do statement. 2. Content: The objective of the lesson is listed below - I can talk about people and their jobs. 3. Products: Ss acknowledge the lesson’s objectives. 4. Implementation: ACTIVITY 3: PRESENTATION (10’) 1. Aim: To teach Ss words related to jobs. 2. Content: Ss work in groups of 3 to do Exercise 1 and then in pairs to write more jobs that they’ve known in their notebooks under the guidance of T. 3. Products: Ss are able to learn new words from the Vocabulary box, and understand their meaning. 4. Implementation: TEACHER AND CONTENTS STUDENTS’ ACTIVITIES Step 1: Task delivering Exercise 1. Work in groups. Which jobs below are in the photo? How - T lets Ss open SB p.100 and look at many more jobs can you think of in the photos on the top of the page. two minutes? - T asks Ss to work in groups of 3 to - Suggested jobs: baker, actor, circle all the words relating to jobs bodyguard, engineer, plumber, in the Vocabulary box that they can accountant, entrepreneur, model, etc. see from the photos in Exercise 1. Step 2: Task performance - Ss work in groups of 3 to circle all the words relating to jobs in the Vocabulary box that they can see from the photos in Exercise 1. - After the whole class checks the correct answers, T plays the audio track 10. 01 and asks Ss to listen and say the words out loud. - T should pause the audio after each job is repeated and show its photo so Ss can understand the word. - Ss work in pairs. Each pair writes more jobs that they’ve known in their notebooks. Step 3: Judgment - T and Ss check the answers. ACTIVITY 4: PRACTICE 1 (15’) 1. Aim: To help Ss use some vocabularies related to jobs and workplaces. 2. Content: Ss work individually and then in pairs to do the activities respectively under the instruction from T. 3. Products: Ss are able use the word from the Vocabulary box and grammar structure to complete the given exercises. 4. Implementation: Go fishing Exercise 2. Find jobs from the Step 1: Task delivering Vocabulary box for the people in the sentences below. - T tells Ss to look at Exercise 2 in - Answers: He’s/She’s a nurse. SB p. 101. 1. doctor/nurse Step 2: Task performance 2. tour guide - Ss work individually to use the 3. architect word from the Vocabulary box to 4. waiter/waitress complete this exercise. 5. receptionist - Ss choose a number on the slide. - T shows a sentence that describes a job’s workplace. - Ss work in pairs to write the job using the given structure “He’s/She’s ....”. Step 3: Judgement - T and Ss check the correct answers. The fastest pair showing the correct answer gets 2 points. Pair work Exercise 4. In pairs, choose a job from the Vocabulary box. Find out Step 1: Task delivering your partner’s job in ten questions. - T tells Ss to look at Exercise 4 in SB You can only ask yes or no questions p. 101. and answer yes or no. Step 2: Task performance - Answers: 1. Asha: lawyer, architect, - T gives Ss some time to find the accountant, IT specialist most suitable jobs for each person. 2. Minh: soldier, firefighter, police - Ss work in pairs to compare their officer answers. 3. Milie: artist, journalist, Step 3: Judgement postwoman - T listens and gives feedback. - Suggested dialogue: A: My turn. I think Asha should become a lawyer because she wants to work from nine to five and she likes to be successful. B: It’s a great idea. But I think an accountant might be a suitable choice for her as she’d like to work indoors. A: Well, you’re right. Pair work Exercise 5. Check if you understand these Word Friends. Then find jobs Step 1: Task delivering from the Vocabulary box for Asha, - T tells Ss to look at Exercise 5 in SB Minh and Milie. There is more than p. 101. one job for each person. Step 2: Task performance - Suggested dialogue: A: Do you work indoors? - T gives Ss to choose the most B: Yes, I do. suitable job for themselves. A: Do you wear a uniform? - Ss work in pairs to compare their B: No, I’m not. answers. A: Do you use the computer a lot? Step 3: Judgement B: No, I’m not. - T listens and gives feedback. A: Do you draw and paint a lot? B: Yes, I do. A: Are you an artist? B: Yes, I do. ACTIVITY 5: FURTHER PRACTICE (10’) 1. Aim: To help Ss talk about their dream jobs. 2. Content: Ss work individually in writing and then in pairs to practice speaking about dream jobs with the instruction from T. 3. Products: Ss are able to develop ideas about dream jobs and use the correct vocabulary and grammatical points. 4. Implementation: Step 1: Task performance Exercise 6. Tell your partner about your dream job. Why do you like it? - Ss work individually to write 2-3 Follow the example. sentences about what he/she wants to - Suggested answers: be one day and explain the reason. A: My dream job is as a tour guide. I love the job because I want to travel - Ss work in pairs to share their ideas. Step 2: Report and discussion to new places in the world. - T can swap the partners in each pair B: I want to be a pilot one day. I love if the time is allowed. T listens and the job because I want to fly a plane notes common mistakes. in the sky. HOME ASSIGNMENT - Do exercises on Workbook pages 87 - 88. - T assigns the home assignments. - Prepare Unit 10 Lesson 2 – - Ss copy their home assignments. Grammar 1. - T explains it carefully. IV. FEED-BACK: With class With class With class Notes: UNIT 10: TALKING TO THE WORLD Lesson 10.2: Grammar 1 (Time: 1 period) Class Date of teaching Attendance I. OBJECTIVES By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: - Vocabulary: life in the future - Grammar: will to talk about future predictions 2. Competencies: a. General competencies: Form and improve group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: Improve communicative competencies related to the use of language (vocabulary, phonetics, grammar) ● For a language lesson: Students are expected to understand the main grammatical points used to talk about future predictions, and then do the tasks assigned in the textbook. ● For a skills lesson: Students are expected to use the grammar structure of will to practice talking about future predictions or uncertain future plans. 3. Qualities: - Being hard-working and attentive in class - Have a positive attitude towards the lesson - Being creative when practicing talking about future predictions II. PREPARATIONS Teacher: Textbooks, paper, TV, projector, loudspeaker Students: Textbooks, notebooks III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: To attract Ss’ attention to the lesson and lead in the new lesson. 2. Content: Ss work in pairs and then in groups of 4 to play the “Matching game” under the instruction of T. 3. Products: Ss are able to use the grammar structure as instructed to finish the game. 4. Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Matching game (Teacher’s Resource Book 121) - Suggested dialogue: Step 1: Task delivering A: Let me start first. The first clue is the ‘computer’. - T prepares handouts of Teacher’s Resource Book 121 before the B: Is it an IT specialist? lesson. A: No, it isn’t. Step 2: Task performance C: Is it a teacher? - Ss work in pairs. Each pair receives a handout. Ss of each pair take turns A: No, it isn’t. Ok, the second to complete the handout. clue is ‘money’. - 2 pairs join into a group of 4. Ss of the first pair read the ‘If clause’ of B: Is it an accountant? the sentence while Ss of the second A: Yes, it’s correct. Now it’s pair finish. your turn. ACTIVITY 2: KNOWLEDGE FORMATION (5’) 1. Aim: To introduce the objectives of the lesson with a can-do statement. 2. Content: The objective of the lesson is listed as below - I can use will to talk about future predictions. 3. Products: Ss acknowledge the lesson’s objectives. 4. Implementation: T introduces objectives to Ss. ACTIVITY 3: PRESENTATION (15’) 1. Aim: To teach Ss how to use will to talk about future predictions. 2. Content: Ss work individually and in pairs under the guidance of T to perform the tasks and complete the exercises. 3. Products: Ss are able to grasp the meaning, usage and form of grammar structures of will and won’t for predictions. 4. Implementation: TEACHER AND STUDENTS’ CONTENTS ACTIVITIES Lead-in Exercise 1. Check if you understand the phrases below. Read Paragraph Step 1: Task delivering A of the text. Which country has the - T shows the questions in Exercise 1 most surprising rules? in SB p.102. - Suggested questions and answers. Step 2: Task performance ● What is your favourite part of the school day? Why? - T asks Ss to work in pairs to answer → My favourite part of the some questions to elicit information. school day is when I have PE - T calls some Ss to share their ideas. lessons because I love doing Step 3: Report and discussion sports. - T introduces the lesson: Ss will learn ● How will schools change in how to use will to talk about future 2035? predictions. → I think children won’t go to school anymore. They will attend virtual classes at home. Exercise 2. Read the text and tick Set the scene (✓) the things the writer Step 1: Task delivering mentions. Would you like all your lessons at home? - T shows the words in Exercise 1 in - Suggested answers: homework, test, SB p. 102. coursebook, timetable - T tells Ss that they are going to listen - Examples using will for predictions: to audio track 10.02 about “A school ● Education will be day in 2035”. ● children won’t go - T tells Ss to work individually to ● how will they learn tick all the things the writer ● They will study mentions. ● Computers will organise Step 2: Task performance ● Pupils will do - Ss work in pairs to compare their ● we won’t have answers. ● They’ll only have Step 3: Report and discussion ● No, they won’t - some things will never change. - T and Ss check the correct answers. - T asks Ss to raise their hands to vote for the question from Exercise 2 (Would you like all your lessons at home?). - T has Ss underline all the phrases using will for predictions in the text in Exercise 2. Step 1: Task delivering Exercise 3. Study the Grammar box. - T asks Ss to read the Grammar box - The usages: We use will to talk in Exercise 3, SB p. 102. about the future and make future Step 2: Task performance predictions. - Time expressions: - From the examples in Exercise 2 and ● in 2035/twenty years’ time/the the Grammar box, T elicits Ss the next five years/the future usages and the time expressions of ● by (=before) 2035/Christmas/my using will for predictions. twentieth birthday Step 3: Judgment - The forms: - T elicits the forms from Ss. Form Example Affirmative S + will + V People will (infinitive) live on Mars. Negative S + won’t + Children V (infinitive) won’t go to school. Questions - Will + S + V - Will (infinitive)? people Yes, S will./ live on Mars? No, S- Where will won’t. humans - Wh_/H_ + live in will + S + V 2050?
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