unit 6870 ngoại ngữ 6 hồ thị minh sang thư viện giáo dục tỉnh quảng trị

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<b>Week 24 Date- preparing: 14/2/2009</b>

<b>Period 68 Date- teaching: 16/2/2009</b>

<b>UNIT11: WHAT DO YOU EAT? </b>

<b>LESSON 4: B 1,3,4</b>

<b> A. Objectives: </b>

By the end of the lesson, students might practice offers and requests

more fluently

<b>I, Knowledge</b>

: practice offers and requests for food and drink, using “

a, an and.

<b>II, Skills</b>

: Listening and speaking

<b> B. Procedures</b>

:

<b> </b>

<b>I, Settlement </b>

Greeting and check attendance

<b>II, Warm up: Kim’s game</b>

<b>-</b>

Have students look at the picture of food / drink in B1 on

page119 and try to remember as many words as possible.

<i><b>Rice noodles beef chicken fish vegetables</b></i>

<i><b>Oranges bananas orange juice milk soda water</b></i>

<b>III, New lesson:</b>

<b>Teacher's activities</b>

<b>Students' activities</b>

<b>Lead in: </b>

Use the Warm up part to introduce

the new lesson

<b>1 Presentation </b>

<b>Act 1:Presentation pictures : B3 on page</b>

<b>119</b>

- What would you like for

<i><b>breakfast</b></i>

<i>?</i>

- I’d like

<i><b>some</b></i>

<i> milk and </i>

<i><b>a</b></i>

<i> banana. </i>

- What would you like for

<i><b>lunch</b></i>

<i>?</i>

- I’d like some meat, vegetables and

<i><b>an</b></i>

<i>orange.</i>

-

<i><b>What would you like for + N(meal)?</b></i>

-

<i><b>I’d like some / a / </b></i>

<i><b>an………</b></i>

2. Practice.

<b>Act 1: Picture drill</b>

- Show students the picture .

- Say the model sentences:

+ What would you like for

<i><b>breakfast</b></i>

<i>?</i>

<i>+ I’d like </i>

<i><b>some milk</b></i>

<i>.</i>

- Students read the dialogue in A2 on

page 116 again .

- Make the questions to isolate the

model sentence:

-How much beef do you want?

-How many eggs do you want?

- Look at the pictures.

- Listen to the teacher.

- Repeat it chorally and then

individually.

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+ What would you like for

<i><b>lunch</b></i>

<i>?</i>

+ I’d like some

<i><b>rice</b></i>

<i> , fish and </i>

<i><b>a</b></i>

<i><b>banana</b></i>

- Run through the pictures.- Hold up the

first picture and say the model sentences:

<i>+What would you like for lunch?</i>

<i>+ I’d like some meat, rice and vegetables.</i>

- Do the same for the second picture.

- Correct their mistakes.

- rice - soda

- noodles - meat

- bananas - fish

<b>3.Further practice: </b>

act 1: Survey

<i><b>What would you </b></i>

<i><b>like for….? </b></i>

<i><b>Name and food or</b></i>

<i><b>drink</b></i>

<i><b>break-fast </b></i>

<i><b>lunch </b></i>

<i><b>dinner</b></i>

<i><b>………..</b></i>

<i><b>…………..</b></i>

- Get students to fill in their real names and

what time they do the following things.

- Get them to practice in pairs:

+ What would you like for …?

<i> + I ‘d like some / a / an ……….</i>

- Feedback.

- Practice in pairs.

<b>-</b>

Some pairs practice in front

<i><b>Example exchange: </b></i>

<i>+S1: What would you like for lunch?</i>

<i>+S2: I’d like some meat, rice and</i>

<i>vegetables</i>

- Fill in their real names and what time

they do the following things.

- Practice in pairs.

- Tell the teacher what they have asked

their partner, e.g.“Lan would like some

<i>milk and bread for her breakfast……… </i>

<b>IV. Consolidation</b>

:

<b>Retell the story</b>

- Revise the lesson by asking Ss how to use requests for food and

drink, using “ a, an and

<b>V. Homework</b>

:

- Ask students to learn vocabulary and offers / requests for food and

drink.

<b>-</b>

Have them prepare Unit 11 - L 5 :(B5,6):Talking about prices of

<i>food and drink with “How much…?” </i>

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<b>UNIT11: WHAT DO YOU EAT?</b>

<b>LESSON 5: B 5,6</b>

<b> A. Objectives: </b>

At the end, students might use “ How much ……… “ to talk about

prices.

<b>I, Knowledge</b>

:

Talking about prices for food and drink with “ How much
………”.

<b>II, Skills</b>

:

Speaking

<b> B. Procedures</b>

:

<b> </b>

<b>I, Settlement </b>

Greeting and check attendance

<b>II, Revision: Slap on board</b>

<b>III, New lesson:</b>

<b>Teacher's activities</b>

<b>Students' activities</b>

<b>Lead in: Use the Warm up part to introduce the </b>

new lesson

<b>1 .Presentation: </b>

<b> Act 1:Vocabulary:</b>

(a) sandwich: def
the canteen : sit
a bowl of noodles : pic

<b>-</b> Elicit the words from Ss

<b>-</b> Model, then write down and does concept
check

* Checking vocabulary: R.O.R

<b>2. Presentation text</b>

- Ask students to read a menu in A5 on page 120
then answer some questions about prices to isolate
the model sentence:

+ <i> How much is a fried rice?</i>

+ <i> How much is a cake?</i>
<i> </i>+ <i> How much is a sandwich?</i>

- Let students copy the notes in their notebooks
and memorize

<b>+ Target language: </b>

<i><b> How much is / are…?</b></i>
<i><b>It’s / they’re </b></i>

Form: <i><b>- How much + be + S ?</b></i>
<i><b> - It / they + be + price</b></i>

- Listen to the teacher.
- Repeat after the teacher.

- Notice the main stress pattern.

- Write the new words in their notebooks.

- Students read the menu.

- Answer the questions about prices to isolate
the model sentence:

+ <i>It’s 2,500 </i>

+ <i>It’s 500 </i>

+<i> It’s 1,500 </i>

<b>-</b> Copy the notes in the notebooks and
memorize

100 110 150 1000

550

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Use: ………..

<b>3. Practice:</b>

<b>Act 1: Board drill</b>

<i><b>How much is / are…?</b></i>
<i><b>It’s / they’re </b></i>
- Put a menu on the board.
- Run through the phrases.

-Do the same for the second cue.

<b>4.Further practice:</b>

<b>Act 1: Nought and crosses</b>

- Put the grid on the board.

- Divide class into teams. One is noughts (O) and
the other is Crosses (X).

- Two teams choose any words in the boxes and
ask questions about prices .

- The team which has three noughts or three
crosses on a line will win the game

<b>2,500dong</b> <b>10,000dong</b> <b>8,500dong</b>

<b>25,000dong</b> <b>1,800dong</b> <b>1,100dong</b>

<b>500dong</b> <b>200dong</b> <b>15,000dong</b>

Read the shopping list.
Read the phrases.

<i>- a fried rice 2,500</i>

<i>- a bowl of noodles 3,000</i>

<i>- a sandwich 1,500</i>
<i>- a cake500</i>

<i>- an orange juice 1,800</i>
<i>- a lemon juice 1,000</i>
<i>- an ice-cream 2,000</i>

- Look at the board.
- Work in groups.

- One is noughts (O) and the other is Crosses
(X).

- Choose any words in the boxes, ask and ask
questions about prices :

<i>+How much is it / are they?</i>
<i>+It is 500.</i>

<i>+ They are 10,000</i>

<b>IV. Consolidation</b>

:

- Ask Ss to evoke the way how to talk about the price

<b>V. Homework</b>

:

- Ask students to learn vocabulary and structures (Unit 11).

- Have them do exercises in the exercise book from page 43 to 46 and
prepare GRAMMAR PRACTICE: like, a/an/some/any, adjectives question

<i>words………… </i>

<b> Date- preparing: 18/2/2009</b>

<b>Period 70 Date- teaching: 20/2/2009</b>

<b>GRAMMAR PRACTICE</b>

<b> A. Objectives: </b>

-

At the end, students will be able to produce language better.

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adjectives, question words, present Progressive, simple present and
quantifiers

<b>II, Skills</b>

:

Speaking and writing

<b> B. Procedures</b>

:

<b> </b>

<b>I, Settlement </b>

Greeting and check attendance

<b>II, Checking up: </b>

<b>-</b> Give some prices of some things, ask Ss to make questions and
answers

A banana / 500dong two pens/ 3000dong

<b>III, New lesson:</b>

<b>Teacher's activities</b>

<b>Students' activities</b>

<b>Lead in: Introduce the task of new lesson</b>

<b>1.Present simple tense: </b><i><b>Like</b></i>

<b>Act 1</b><i><b>: </b></i><b>Dialogue build.</b>

- Read the dialogue and write few key words on
the board to help students remember what the two
speaker in the dialogue say to each other .

- Get students to write in the missing words on the
board.

<b>-</b> Ask students to write the missing words on
the board

<b>2. A / an / some / any:</b>
<b>Act 1: Nought and crosses</b>

- Put the grid on the board.

- Divide class into teams. One is noughts (O) and
the other is Crosses (X).

- Two teams choose any words in the boxes and
ask questions about feelings .

- The team which has three noughts or three
crosses on a line will win the game.

<i><b>1. any 2. any 3. some 4. some 5. any</b></i>
<i><b>6. some 7. any 8. some 9. a</b></i>

<b>3. Adjectives:</b>
<b>Act 1: Pelmanism.</b>

- Stick 10 cards on the board so that the students
can only see the numbers, make sure the words are
mixed up.

- Divide the class into two teams and ask students
to choose two numbers.

-Answer the teacher’s question.

- Look at the board and listen to the teacher
carefully.

- Reproduce the dialogue from the cues.
- Build the dialogue until it is memorized.
- Write in the missing words on the board.
<i><b> a) </b>- Do you ____ noodles?</i>

<i> - Yes, I _____ noodles.</i>
<i> - _____ you _____ rice?</i>
<i> - No, ____ ____ ____ rice.</i>
<i> <b>b) </b>- ____ she____ chicken?</i>
<i> - Yes. She ____ chicken.</i>
<i> - ____ she ____ fish?</i>
<i> - No. She ____ ____ fish. </i>

- Look at the board.

- Work in groups.

- One is noughts (O) and the other is Crosses
(X).

- Choose any words in the boxes, ask and ask
questions about feelings :

<i>+Do you have any bananas?</i>

<i>+No, I don’t have any bana..</i>, <i>but I have some</i>
<i>oranges</i>

- Look at the board.

- Listen to the teacher’s explanation.
- Work in teams.

- One of student in each team chooses any
two numbers.

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- Go on until the cards are turned over.
<b>4.Question words: </b>

<b>Act 1: Lucky numbers</b>

<b> 1 2 3 4 5 6 7 8 </b>
- Write the numbers on the board.

- Divide class into teams. The teams take turn to

choose the numbers.

<b>-</b> Tell students that they have to answer the
questions .

<b>5. Present simple & present progressive </b>
<b>tense:</b>

<b>Act 1: Transformation drill</b>

<b> - </b><i><b>S + Vs / es ………(every day)</b></i>
<i><b> - S + is / am / are + Ving…(now)</b></i>

<b>a)</b> <i>is eating </i><b>d)</b><i> is going</i>

<b>b)</b> <i>are drinking </i><b> e)</b><i> is getting</i>

<i><b>c.</b></i> <i>is riding </i><b>f)</b><i> is traveling</i>

- Ask students to remind Present simple and
present progressive tense.

- Ask students to have to turn into a new
sentences using present progressive tense.

- Look at the board.
- Work in teams.

- Take turn to choose the numbers.
- Listen to the teacher carefully.

- Answer the questions.

<b>1 </b><i><b>Lucky number</b></i><b>. 7 - a Who</b>
<b> 2 - b What 8 - e Where</b>
<b> 3 - d What</b>

<b> 4 </b><i><b>Lucky number</b></i><b>. </b>
<b> 5 - c How</b>

<i><b> 6. Lucky number</b></i><b>. </b>

- Remind Present simple and present
progressive tense.

- Have to turn into a new sentence using
progressive tense.

<b>IV. Consolidation</b>

:

- Revise the main structures of the lesson.

<b>V. Homework</b>

:

- Ask students to review vocabulary and Grammar points (Unit9 – Unit11)
and exercises in the exercise book from Unit 9 to Unit 11 .

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