GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂM THEO NHIỀU BƯỚC (5 CỘT) NĂM HỌC 2021-2022 by Dạy Kèm Quy Nhơn Official

GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS

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GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂM THEO NHIỀU BƯỚC (5 CỘT) NĂM HỌC 2021-2022 WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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REVIEW 1 (UNITS 1+2+3)

IC IA

Lesson 1: Language Lesson aim(s)

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By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3.

Materials (referenced)

Anticipated difficulties

DẠ Y

KÈ

2. Some students will excessively talk in the class.

Solutions

- Encourage students to work in pairs, in groups so that they can help each other. - Design as many exercises as games as possible. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

1. Students may find the lesson boring due to a large number of language exercises.

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- Grade 6 text book, Review 1 - Language - Pictures, printed chart, crossword puzzle - sachmem.vn

160

Board Plan

IC IA

Date of teaching Review 1 Lesson 1: Language

Procedure

To revise the * Memory game language that - Teacher draws/sticks an students have unfinished chart which learnt in Units summarizes the language 1+2+3. that students have learnt in Units 1, 2, 3 on the board. - Teacher divides the class into 2 teams and asks students to run in a relay to complete the chart:

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Warm-up

Stage aim

Stage

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* Warm-up Memory game: Complete the chart. I. Practice * Pronunciation Task 1: Choose the word whose underlined part is pronounced diﬀ erently. Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/. * Vocabulary Task 3: Complete the words. Task 4: Solve the crossword puzzle. * Grammar Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C. Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets. * Homework

161

Interaction Time Team work

5 mins

L IC IA OF F

To help students review the pronunciation of the sounds learnt in Units 1-2-3: /ɑ:/ and /ʌ/; /s/ and /z/ correctly.

DẠ Y

KÈ

Practice

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- The team with the most correct answers will be the winner. Suggested answer:

* PRONUNCIATION Task 1: Choose the word whose underlined part is pronounced diﬀ erently. - Teacher elicits the rules of pronouncing final -s if needed. - Students do this exercise individually then share their answers with their partners. - Teacher gives feedback 162

35 mins

T-Ss

S Ss-Ss

T-Ss

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Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/. - Teacher organizes this task as a game. - Students do this task in pairs. The pair that finds the most words will go to the board and write their answers. - Other pairs may want to add more words. Write other words on the board. - Teacher gives feedback and confirms the answers. Suggested answers: /b/ book, bag, bed… /p/ pen, pencil, picture, poste…

Pair work

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To help students review the pronunciation of the sounds /b/ and /p/ in words.

IC IA

and confirms the answers. Answer key: 1. C 2. A 3. B 4. A 5. B

To help students review the word groups used

* VOCABULARY Task 3: Complete the words. - Teacher has students do this task individually and then share their answers with their partners. 163

T-Ss

IC IA

- Teacher calls one or two students to write their answers on the board. - Teacher checks and confirms the correct ones. Answer key: 1. English 2. homework 3. lunch 4. sports 5. badminton  play: sports, badminton  have: lunch  do: homework  study: English

T-Ss

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with “play, have, do” and “study”.

Task 4: Solve the crossword puzzle. - Teacher sticks the crossTo help stuword puzzle on the board. dents review - Teacher divides the class the personality into 2 teams and asks stuadjectives, the dents to run in a relay to words related complete the crossword to body parts, puzzle. rooms and - The team with the most types of correct answers will be Team work house. the winner.

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Answer key:

164

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T-Ss

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To help students review grammar elements taught in Units 1-2-3: prepositions of place, possessive case and present continuous.

* GRAMMAR Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C. - Teacher has students look at the picture of a classroom and complete the sentences.

DẠ Y

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- Students compare their answers with a classmate. - Teacher checks and confirms the correct answers. Answer key: 1. B 2. A 3. A 4. B 5. C Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets. - Teacher elicits form and usage of the present simple and the present continuous. - Teacher asks students to do the exercise individually before calling one or 165

Ss-Ss

T-Ss

To prepare for Prepare for Review 1 – the next lesSkills. son.

DẠ Y

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Homework

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Consolidation To consolidate Teacher asks students to what students talk about what they have have learnt in learnt in the lesson. the lesson.

166

IC IA

T-Ss

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two students to write their answers on the board. - Teacher checks students‟ answers and asks them for explanation if necessary Answer key: 1. is / ‟s raining 2. do you have 3. Is she studying 4. likes 5. is not / isn‟t cooking; is reading

T-Ss

4 mins

T-Ss

1 min

REVIEW 1 (UNITS 1+2+3)

IC IA

Lesson 2: Skills Lesson aim(s)

OF F

By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3.

Materials (referenced)

Anticipated difficulties

DẠ Y

KÈ

2. Some students will excessively talk in the class.

Solutions

1. Students may find the lesson boring due to a large number of language exercises.

ƠN

- Grade 6 textbook, Review 1 – Skills - sachmem.vn

167

Board Plan

IC IA

Date of teaching Review 1 Lesson 2: Skills

Interaction Time

Procedure

To increase * Chatting: students‟ in- Teacher asks students terest and lead some questions to lead them into the them into the lesson: lesson. 1. Do you have any pen pals? 2. How do you communicate with your pen pal? 3. Do you often write emails to your pen pal? - Teacher lead in the reading part of the lesson.

T-Ss

5 mins

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Warm-up

Stage aim

Stage

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* Warm-up Chatting I. Practice * Reading Task 1: Choose A, B, or C for each blank in the email below. Task 2: Read the text and answer the questions. * Speaking Task 3: Interview two of your classmates about what they like and dislike about your school. Report their answers. * Listening Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word. * Writing Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family member. Use these questions as cues. * Homework

Practice

To help students practise reading for specific

* READING Task 1: Choose A, B, or C for each blank in the email below. 168

35 mins

Ss-Ss

T-Ss

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Task 2: Read the text and answer the questions. - Students do these exercises individually. - Students check their answers with their partners before they give the answers to teacher. - Teacher confirms the correct answers. Answer key: 1. It‟s in a quiet place not far from the city center. 2. They are hard-working and kind. 3. They are helpful and friendly. 4. There are five clubs. 5. Because it‟s a good school.

S Ss-Ss

DẠ Y

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To help students practise reading for general information.

To help students practise

* SPEAKING Task 3: Interview two of your classmates about what they like and dis169

IC IA

- Students do these exercises individually. - Students check their answers with their partners before they give the answers to teacher. - Teacher confirms the correct answers. Answer key: 1. A 2. C 3. C 4. B 5. B

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information.

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- Teacher has students work in groups of three. One interviews the other two about what they like and dislike about their school and the reasons why. - Teacher tells students to write their group members‟ answers in their notebooks and report them to the class. - Teacher summarizes students‟ ideas.

IC IA

like about your school. Report their answers.

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asking and answering about what they like and dislike about their school and the reasons why.

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Group work

* LISTENING Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word. - Teacher has students read the sentences. - Teacher plays the recording for the first time. - Teacher asks students to listen and complete the sentences. Ask for their answers and writes them on the board. - Teacher plays the recording the second time for students to check

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To help students review listening for specific information.

170

T-Ss

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L IC IA

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their answers. - Teacher checks students‟ answers. - Teacher plays the recording the last time if necessary, stopping at diﬀ erent places where students got the wrong answers. Answer key: 1. home 2. plants 3. living 4. sleeping 5. TV

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Audio script: An: Why is it so quiet, Mi? Are you home alone? Mi: No. Everybody is here, but they are in diﬀ erent rooms. An: Where‟s your mum? Is she cooking in the kitchen? Mi: No. She‟s watering the plants in the garden. An: And where‟s your dad? Mi: He‟s in the living room. An: What‟s he doing? Mi: He‟s listening to the radio. An: What about your younger brother? Is he with your mum? Mi: No. He‟s sleeping in my bedroom. My cousin, Vi, is here too. An: What‟s she doing? 171

IC IA

OF F T-Ss

T-Ss

4 mins

To prepare for Prepare for Unit 4. the next lesson.

T-Ss

1 min

DẠ Y

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Homework

To consolidate Teacher asks students to what students talk about what they have have learnt in learnt in the lesson. the lesson.

Consolidation

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To help students complete a guided paragraph of 40-45 words about a student‟s family member.

* WRITING Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family member. Use these questions as cues. - Teacher elicits the parts of an email. - Teacher asks students to discuss and answer the questions in pairs. - Teacher then has them write their emails individually. - Teacher asks one student to write the email on the board. - Other students and teacher comment on the email on the board. - Teacher then collects some emails to give feedback at home.

Mi: She‟s watching TV.

REVIEW 2 (UNITS 4-5-6) Lesson 1: Language 172

Lesson aim(s)

IC IA

By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 4-5-6.

OF F

Materials (referenced) - Grade 6 textbook, Review 2, Language - Pictures, printed chart - sachmem.vn Anticipated difficulties

Solutions

DẠ Y

KÈ

2. Some students will excessively talk in the class.

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1. Students may find the lesson boring due to a large number of language exercises.

173

Board Plan

IC IA

Date of teaching Review 2 Lesson 1: Language

Stage

To remind students the knowledge that they have learnt in Units 4-5-6.

Procedure

Interaction

Time

* Memory game: - Teacher divides the class into 4 big groups. - Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 4, 5, 6 and asks them to complete the chart. - The group which finishes correctly and more quickly is the winner.

Group work

5 mins

DẠ Y

KÈ

Warm-up

Stage aim

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* Warm-up Memory game I. Practice II. Pronunciation Task 1: Listen and circle the word with the different underlined sound. III. Vocabulary Task 2: Write the words in the box (a-h) next to their opposite (1-8). Task 3: Choose the correct word/ phrase for each definition. IV. Grammar Task 4: Complete the sentences with the correct answer A, B, or C. Task 5: Complete the sentences with should or shouldn‟t. * Homework

174

L OF F

IC IA To help students review the pronunciation of the sounds learnt in Units 4-5-6: /ɪ/ and /i:/, /t/ and /d/, and /s/ and /∫/ correctly.

* PRONUNCIATION: Task 1: Listen and circle the word with the different underlined sound. - Students do this exercise individually then share their answers with their partners. - Teacher gives feedback and confirms the answers. Answer key: 1. A 2. C 3. B 4. C To help students 5. C review the adjec- * VOCABULARY: tives describing Task 2: Write the

35 mins

DẠ Y

KÈ

Practice

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Answer key:

175

T-Ss

IC IA

words in the box (a-h) next to their opposite (1-8). - Teacher prepares sets of words and organises this task as a game. - Teacher divides the class into 2 teams, Team work gives each team 2 sets of words. One set includes the adjectives in the box and the other includes their opposites - Teacher lets students come to match on the board. T-Ss - The team matching faster and correctly is the winner. 1. d 2. g 3. f 4. b 5. a 6. h 7. c 8. e Task 3: Choose the correct word/ phrase for each definition. - Teacher has students do this task individually and then share their answers with their partners. - Teacher calls one or two students to write their answers on the board. - Teacher checks and confirms the correct ones. Answer key: 1. waterfall 2. compass 3. museum

DẠ Y

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To help students review grammar elements taught in Units 4-5-6: must/ mustn‟t, some/ any, and comparative adjectives.

To help students identify the words through their definitions.

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OF F

the neighbourhood, the wonders of Viet Nam, and Tet holiday.

To help students review the use of

176

T-Ss

DẠ Y

KÈ

ƠN

OF F

* GRAMMAR: Task 4: Complete the sentences with the correct answer A, B, or C. - Teacher has students do the exercise individually. - Teacher asks students to exchange their answers and discuss if there is any difference in their answers then checks students‟ answers as a class, and explains if needed. Answer key: 1. B 2. C 3. C 4. A 5. A

4. wish 5. lucky money

IC IA

should/ shouldn‟t.

Task 5: Complete the sentences with should or shouldn’t. - Teacher has a brief revision of should/ shouldn‟t by giving a phrase showing an activity. Students speak aloud if they should/ shouldn‟t do it. - Teacher lets students do this exercise independently. - Teacher checks their 177

Pair work

L IC IA T-Ss

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answers as a class. Answer key: 1. should 2. shouldn‟t 3. shouldn‟t 4. should 5. should

To prepare for the next lesson.

Prepare for Lesson 2: Skills.

DẠ Y

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Homework

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Consolidation To consolidate Teacher asks students to what students talk about what they have learnt in the have learnt in the lesson. lesson.

178

T-Ss

4 mins

T-Ss

1 min

REVIEW 2 (UNITS 4-5-6)

IC IA

Lesson 2: Skills Lesson aim(s)

By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 4-5-6.

OF F

Materials (referenced) - Grade 6 textbook, Review 2, Skills - CD player - sachmem.vn

Solutions

DẠ Y

KÈ

2. Some students will excessively talk in the class.

1. Students may find the lesson boring due to a large number of language exercises.

ƠN

Anticipated difficulties

179

Board Plan

IC IA

Date of teaching Review 2 Lesson 2: Skills

Procedure

To increase * Chatting: students‟ inter- - Teacher asks students est and lead some questions to lead them into the them into the lesson: lesson. 4. Do you want to visit Singapore? 5. Do you know what is Singapore famous for? - Teacher leads in the reading part of the lesson.

Interaction Time T-Ss

3 mins

KÈ

Warm-up

Stage aim

Stage

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*Warm-up Chatting I. Practice II. Reading Task 1: Read the passage and match the headings (A, B, C) with the paragraphs. Task 2: Read the passage again and choose the correct answer A, B or C. III. Speaking Task 3: Work in pairs. Read the passage Visit Singapore again and make a list of the places. take turns to ask and find out which place your partner wants to visit and why. IV. Listening Task 4: Mai‟s family is talking to a travel agent about their trip to Singapore. Listen and tick () T (True) or F (False). V. Writing Task 5: Complete this paragraph to describe the place you live. * Homework

DẠ Y

Practice

To help students practise reading for general information.

* READING Task 1: Read the passage and match the headings (A, B, C) with the paragraphs. 180

38 mins

IC IA

T-Ss

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- Teacher has students read the headings and the paragraphs carefully before matching. - Teacher asks students to underline the words/ phrases in the paragraphs which help them do the matching and goes through the underlined words and phrases students have done, then guides them how to look for clues. This will help students do activity 2 more easily. - Teacher checks the answers as a class. Answer key: 1. B 2. C 3. A

Task 2: Read the passage again and choose the correct answer A, B or C. - Teacher has students read each sentence and look for the key word(s) in it. - Teacher decides where to look for the information (paragraph 1, 2, or 3). This will make it quicker and easier for students to find the correct answers. E.g. Sentence 1 has „plants and flowers‟ → go to paragraph 1: Nature. - Teacher checks students‟ answers as a class. Answer key:

DẠ Y

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To help students practise reading for specific information.

181

T-Ss

IC IA

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* SPEAKING Task 3: Work in pairs. Read the passage Visit Singapore again and make a list of the places. take turns to ask and find out which place your partner wants to visit and why. - Teacher asks students to refer to the passage about Singapore (Reading 1) and make a list of the places mentioned. - Teacher asks students some time to form their own ideas of where to go and why they want to go there, then work in pairs, asking and answering to find out where their partners want to go and why. - Teacher goes round and supports students if it‟s needed. - Teacher calls some students/ pairs to present their ideas to the class.

Pair work

To help students practise asking and answering about a place they want to visit and explain why.

1. A 2. A 3. B 4. C

DẠ Y

KÈ

To help students review listening for specific information (T/F questions).

* LISTENING Task 4: Mai’s family is talking to a travel agent about their trip to Singapore. Listen and tick () T (True) or F (False). - Teacher allows students some time to read the 182

T-Ss

L IC IA

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statements carefully to have some ideas what the listening is about. Teacher guides students to look for key words which can help them focus while listening. For example: four days (1), won‟t go (2) a full day (3)... Teacher plays the recording twice or three times (as needed). Students listen and tick the answers. Teacher allows students to swap their answers. Teacher checks their answers as a class, encourages students to correct the false statement(s). If there is still time, teacher may give students some information about the Light and Sound Show and Sentosa. The Light and Sound Show: a form of nighttime entertainment that is usually presented outdoor, using light and sound to tell a story of history. Sentosa: a sunny island in Singapore, a big centre of entertainment, which offers activities for people of different age groups. There are Sea Aquarium, Butterfly Park, Insect Kingdom, Skyline Luge, Cove Waterpark, Universal Studio, and the famous

DẠ Y

KÈ

183

Pair work

T-Ss

DẠ Y

KÈ

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L IC IA

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Light and Sound Show. Answer key: 1. T 2. F 3. T 4. T 5. F Audio script: Travel agent: Here we have a four-day programme for you... Mai‟s mother: Do we visit somewhere natural? Travel agent: Oh yes. We have two days for nature: one day at the National Park and one day at the zoo. Mai‟s mother: How about Sentosa? Travel agent: Sentosa is a „must‟ for families. We spend one day there. Mai‟s mother: Is it enough? Travel agent: We start early and return late. There we visit the Sea Aquarium... Mai‟s mother: What is it? Travel agent: It‟s a zoo for fish. Mai‟s mother: Great. Travel agent: In the evening we will watch the Light and Sound Show. And the last day is for ... *WRITING Task 5: Complete this paragraph to describe the place you live. - Teacher has students read the guided paragraph first 184

L IC IA T-Ss

To help students complete a guided paragraph of about 50 words to describe their neighbourhood.

OF F

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and decide which information is needed for each blank. Teacher allows them some time to think about the information they need to complete the frame. Teacher allows them some time to do the task. Teacher goes round and check if they are doing the job correctly and offers help if needed. Teacher calls on one or two volunteers to read aloud their answers then calls for other students‟ comments. Teacher collects some writings to correct at home.

Teacher asks students to talk about what they have practice in the lesson.

To prepare for Prepare for Unit 7 – Lesson the next lesson. 1.

DẠ Y

KÈ

Homework

Consolidation To consolidate what students have practice in the lesson.

185

T-Ss

3 mins

T-Ss

1 min

IC IA

Lesson 1: Getting started – A special day Lesson aim(s)

Form

Meaning

OF F

By the end of the lesson, students will be able to: - have an overview about the topic My new school; - use the vocabulary to talk about school things. Language analysis

Pronunciation /ˈsʌbdʒekt/

the thing that is being studied

2. uniform (n)

a set of clothes that has to be worn by the members of the same group of people

3. calculator (n)

an electronic device used for mathematical processes

/ˈjuːnɪfɔːm/

/ˈkælkjəleɪtər/

ƠN

1. subject (n)

Materials (referenced)

UNIT 1: MY NEW SCHOOL

- Grade 6 textbook, Unit 1, Getting started - Projector/ pictures and cards - sachmem.vn Solutions

KÈ

Anticipated difficulties

DẠ Y

Students may lack experience of - Encourage students to work in groups so group/ team work. that they can help each other. - Give short, clear instructions and help if necessary.

186

IC IA

Date of teaching Unit 1: My new school Lesson 1: Getting started

Board Plan

Procedure

KÈ DẠ Y

Interaction

Tim e

- To activate * Memorising game: Team work 5 students‟ - Teacher divides class into mins knowledge on 2 teams. the topic of the - Teacher asks students to unit. close the books, shows the - To set the con- picture (pages 6 and 7) text for the lis- and asks them to memotening and rise every detail in the picreading part. ture in 1 minute. - Teacher hides the pictures and asks questions about the picture. The team who has more correct answers is the winner. 1. How many people can you see in the picture?

Warm-up

Stage aim

Stage

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* Warm-up Memorising game I. Vocabulary 1. subject (n) 2. uniform (n) 3. calculator (n) II. Practice Task 1: Listen and read. Task 2: Read the conversation again and tick (✔) T (True) or F (False). Task 3: Write one word from the box in each gap. Task 4: Match the words with the school things. Then listen and repeat. Task 5: Write names of the things you can see around the class in your notebook. * Homework

187

L IC IA

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2. Who are they? 3. Where are they? 4. What are the two students carrying on their backs? 5. Where are they going to go? Suggested answers: 1. I can see three people. 2. They are students. 3. They are at one of the boys‟ home. 4. They are carrying school bags/ backpacks. 5. They are going to go to school. - Teacher sets the context for the listening and reading text: Write the title on the board A special day. Explain the meaning of special and ask students to guess what the conversation might be about. VOCABULARY Teacher introduces the vocabulary by: - giving explanations; - showing the pictures illustrating the words. 1. subjects (n) [explanations] 2. uniform (n) [picture] 3. calculator (n) [picture]

T-Ss

5 mins

T-Ss

5 mins

KÈ

Presentation To prepare stu(Vocab – dents with vopre-teach) cabulary.

DẠ Y

Practice

- To have stuTask 1: Listen and read. dents know the - Teacher plays the recordtopic. ing twice. - Students listen and read. - Teacher checks students‟ prediction. 188

IC IA

Task 2: Read the conversation again and tick (✔) T (True) or F (False). - Teacher tells students to read the conversation again and work independently to find the answers. Remind students to underline the information and correct the false statements. - Teacher has students pair compare before checking with the whole class. - Teacher calls some students to give the answers. Answer key: 1. T 2. F 3. T 4. T 5. F

7 mins

T-Ss

Ss-Ss

T-Ss

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- To have students get specific information of the text.

- Teacher calls 3 students to read the conversation aloud.

DẠ Y

KÈ

Task 3: Write one word - To check stu- from the box in each gap. dents under- Teacher has students read standing of the the conversation again, conversation work independently to put and help stua suitable word from the dents use the box to fill in the gap. words in con- - Teacher calls one student text. to share his/her answer on the board. - Teacher asks students to 189

5 mins S

Task 4: Match the words with the school things. Then listen and repeat. *Pelmanism - Teacher divides the class into 2 teams. - Teacher put two sets of cards, one includes pictures of school things and the other includes their names. Members from two teams take turns and matchs the names with the correct pictures as fast as possible. The team matched faster and correctly is the winner.

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ƠN

- To provide students vocabulary.

IC IA

Ss-Ss

Task 5: Write names of the things you can see around the class in your 190

T-Ss

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look at the board, check their mate‟s answer. Answer key: 1. wear 2. has 3. go 4. uniforms 5. subjects

T-Ss Ss-Ss

7 mins

To review the - Do exercises in the worklesson and prebook. pare for the next - Think of activities stulesson. dents can do at school.

DẠ Y

KÈ

Homework

Teacher asks students to talk about what they have learnt in the lesson.

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Consolidation To consolidate what students have learnt in the lesson.

191

L 6 mins

IC IA

Group work

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- To check stu- notebook. dents‟ vocabu- - Students work in groups lary and imof four to look around the prove group class and write down work skill. things they can see in the class. - Students may ask teacher if they don‟t know the names of the items. - Students share with the whole class.

T-Ss

3 mins

T-Ss

2 mins

UNIT 1: MY NEW SCHOOL

Language analysis Meaning

Pronunciation

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Form

OF F

By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - use the combinations: to study, to have, to do, to play + N; - pronounce correctly the sounds /ɑː/ and /ʌ/.

IC IA

Lesson aim(s)

Lesson 2: A closer look 1

a particular subject that is studied using scientific methods.

2. exercise (n/v)

physical activity that you do to make your body strong and healthy.

/ˈsaɪəns/ /ˈeksəsaɪz/

1. science (n)

Materials (referenced)

- Grade 6 textbook, Unit 1, A closer look 1 - Projector/ Pictures - sachmem.vn

Anticipated difficulties

Solutions Provide students some tips by identifying the letters may include each sound.

2. Some students will excessively talk in the class.

- Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

DẠ Y

KÈ

1. Students may have difficulties in distinguishing two sounds /ɑː/ and /ʌ/.

Board Plan

192

Date of teaching Unit 1: My new school Lesson 2: A closer look 1

Procedure

KÈ DẠ Y

Interaction Tim e

To activate stu- * Game: Hot seat Team work 5 dents‟ prior - Teacher divides students mins knowledge and into 2 teams. vocabulary relatEach team has a member ed to the topic. standing against the board. - Teacher shows pictures of some activities one by one and other members use body language to let their team member guess the names of the activities. - The team with the most correct answers in the fastest time is the winner.

Warm-up

Stage aim

Stage

ƠN

OF F

IC IA

* Warm-up Game: Hot seat I. Vocabulary 1. science (n) 2. exercise (n/v) Task 1: Listen and repeat the words. Task 2: Put the words in the correct columns. Task 3: Put the words in the blanks. II. Pronunciation Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/. Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/. III. Production Game: Who is faster? * Homework

193

OF F

IC IA

Answer key:

ƠN

play football

listen to music

DẠ Y

KÈ

skip rope

194

L IC IA

OF F

drink water

KÈ DẠ Y

play video games

VOCABULARY - Teacher introduces the vocabulary by: + providing explanations of the words; + showing picture illustrating the word. 1. science (n) [picture] 2. exercise (n/v) [explanation]

To enrich students‟ vocabulary.

Presentation (Vocab – pre-teach)

ƠN

watch TV

195

T-Ss

3 mins

Task 2: Work in pairs. Put the words in Task 1 in the correct columns. - Teacher asks students to work in pairs and use the words in Task 1 to put into the correct columns. - Students work in pairs and do the task. - Teacher calls some pairs to share their answers with the whole class. - Teacher gives feedback and corrections (if necessary). Answer key:

Y QU M KÈ DẠ Y

play football music

do homework exercise

have school lunch lessons

study English history science

- Teacher explains which nouns go with each verb to make meaningful names of activities. - Teacher asks students to work in groups of four and add as many words into each column as pos196

16 mins

T-Ss

Pair work

ƠN

To help student identify which nouns go after which verbs to make names of school activities.

Task 1: Listen and repeat the words. - Teacher asks students to listen and repeat the words. - Teacher calls some students to read the words aloud.

IC IA

To teach students some activities they can do at school.

OF F

Practice

T-Ss

IC IA S

Ss-Ss

T-Ss

ƠN

OF F

To help students use the vocabulary in context.

Task 3: Put the words in the blanks. - Teacher asks students to work independently and put a suitable word in each blank. - Teacher allows students to share their answers before discussing as a class. - Teacher asks some students to share the answers and gives feedback. Answer key: 1. homework 2. football 3. lessons 4. exercise 5. science

sible.

To help students PRONUNCIATION have concept and - Teacher introduces 2 identify the sounds /ɑː/ and /ʌ/ to sounds /ɑː/ and students and lets them /ʌ/. watch a video about how to pronounce these two sounds. https://www.youtube.com/w atch?v=1F47WdIjn5U https://www.youtube.com/w atch?v=zUpF0pYoTZ8 - Teacher asks students to give some words they know containing these sounds. Suggested answers: - /ɑː/: car, start, after, par-

DẠ Y

KÈ

Presentation (Pre-teach the sounds /ɑː/ and /ʌ/)

197

T- Ss

5 mins

Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/. - Teacher asks students to listen and repeat. - Students work independently.

To help students practise the sounds /ɑː/ and /ʌ/ in sentences.

Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/. - Before listening, teacher let students discuss in pairs and find the words with the sounds /ɑː/ and /ʌ/. - Teacher plays the recording for students to check and repeat the sentences.

DẠ Y

L 6 mins

ƠN

QU M

To give students * Game: Who is faster? a chance to apply - Teacher divides students what they have into groups of four, gives learnt. each group a piece of paper, asks them to write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/.

KÈ

Production

T-Ss

OF F

To help students identify and practise the /ɑː/ and /ʌ/ sounds.

Practice

IC IA

ty - /ʌ/: cut, one, country - Teacher draws students attention to the letters containing the sounds and helps them identify the sounds.

198

Pair work

T- Ss

Group work

5 mins

L IC IA

OF F

- (e.g: I usually play basketball with my brother.) - Teacher asks each group to hand in their paper and checks, the group with more correct sentences is the winner. - Teacher invites the winner to read aloud their sentences.

To revise what they have learnt.

- Rewrite the sentences into notebooks. - Find 3 more school activities that have the sound /ɑː/ or /ʌ/.

DẠ Y

KÈ

Homework

ƠN

Consolidation To consolidate Teacher asks students to what students talk about what they have have learnt in the learnt in the lesson. lesson.

199

T-Ss

3 mins

T-Ss

2 mins

Lesson aim(s)

IC IA

Lesson 3: A closer look 2 The present simple

UNIT 1: MY NEW SCHOOL

OF F

By the end of the lesson, students will be able to use the present simple tense. Language analysis Form

Example

I usually go to school by bike.

S + don‟t/ doesn‟t + Vinf + … .

She doesn‟t like school lunch very much.

Do/ Does + S + Vinf + … ?

Do they live near here?

W/H + do/does + S + Vinf + … ?

What do you often do after school?

ƠN

S + Vinf/ V(s/es) + … .

Materials (referenced)

- Grade 6 textbook, Unit 1, A closer look 2 - Projector/Pictures, sets of word cards - sachmem.vn Anticipated difficulties

Solutions Give short and clear explanations with legible examples for each case.

2. Students may have underdeveloped speaking and co-operating skills.

- Give clear instructions, give examples before letting students work in groups. - Provide feedback and help if necessary.

DẠ Y

KÈ

1. Students may find confused when to use the present simple tense.

200

IC IA

Date of teaching Unit 1: My new school Lesson 3: A closer look 2

Board Plan

ƠN

OF F

* Warm-up Game: Sentence puzzling I. Grammar focus 1. Present simple tense Task 1: Elicit the present simple tense Task 2: Choose the correct answer A, B or C. (Ex. 1, p. 9) Task 3: Write the correct form of verbs (Ex. 2, p. 9) 2. Adverbs of frequency Task 4: Fill the blanks with usually, sometimes or never. (Ex. 3, p. 10) II. Practice Task 5: Choose the correct answer A or B to complete the sentences. (Ex. 4, p. 10) III. Production Task 6: Work in pairs. Make questions then interview your partner. (Ex. 5, p. 10) * Homework

Stage aim

Procedure

Warm-up

To activate students‟ prior knowledge related to the targeted grammar of present simple tense and to increase students‟ interest.

Stage

5 * Game: Sentence puzmins zling - Teacher divides the Group work class into 4 groups. - Teacher delivers a set of word cards which are jumbled sentences in present simple to each group. - Students will have to work in groups to create as many correct sentences from the word cards as possible. - The group with the most correct sentences will be the winner.

KÈ DẠ Y

Interaction Time

201

To introduce the - Teacher draws students‟ targeted grammar attention to the form of of the present the sentences created in simple tense. the game and asks them whether they know the target tense.

L IC IA T-Ss

2 mins

1. THE PRESENT SIMPLE TENSE Task 1: Elicit the present simple tense - Teacher provides or confirms the answers and leads in the grammar focus of the lesson: Positive S + Vinf/ V(s/es) + … . Negative S + don‟t/ doesn‟t + Vinf + … . Interrogative Do/ Does + S + Vinf +…? Answer Yes, S + do/does. No, S + don‟t/ doesn‟t. W/H questions W/H + do/does + S +

DẠ Y

KÈ

Presentation To help students know and understand the use of the present simple tense.

ƠN

Lead in

OF F

Suggested sentences: 1. Pelive near ter s his school. 2. We go to the same school. 3. have new They subjects. 4. We always look smart in our uniforms.

202

22 mins T-Ss

OF F

- Teacher gives students some time to study the grammar box.

IC IA

Vinf + … ? Notes Use do/don‟t with: I, you, we, they and singular noun forms. Use does/ doesn‟t with: she, he, it and plural noun forms.

Pair work

DẠ Y

KÈ

ƠN

Task 2: Choose the correct answer A, B or C. - Teacher has students work independently, look at the form and do Exercise 1 – page 9. - Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary). Answer key: 1. A 2. C 3. B 4. A 5. C Task 3: Write the correct form of the verbs. - Teacher asks students to work independently. - Teacher calls 1 or 2 students to write their answers on the board, checks their answers sentence by sentence. 203

S T-Ss

OF F

2. ADVERBS OF FREQUENCY - Teacher asks students to read the sentences in Exercise 2 - page 9 again and asks them when to use the present simple tense, drawing their attention to the adverbs of frequency. We often ride our bicycles to school.

IC IA

Answer key: 1. has 2. Do you have 3. like 4. Does Vy walk 5. ride 6. go

ƠN

T-Ss

DẠ Y

KÈ

Task 4: Fill the blanks with sometimes, usually or never. - Teacher shows the graph and lets students fill in the blanks with suitable adverbs of frequency: sometimes, usually or never (Exercise 3 – page 10)

Answer key: 2. usually 204

T-Ss

Task 5: Choose the correct answer A or B to complete each sentence. - Teacher has students complete Exercise 4 – page 10 independently. - Teacher then asks students to exchange their textbooks to check their friends‟ answers. Answer key: 1. B 2. A 3. A 4. B 5. A

ƠN

To give students opportunities to use the present simple tense with adverbs of frequency correctly in context.

L IC IA 4 mins

Ss-Ss

- To help students distinguish and use correctly the present simple tense. - To improve cooperative skill.

DẠ Y

KÈ

Production

Practice

OF F

3. sometimes 5. never - Teacher lets students work in groups of four to make 5 sentences using the 5 adverbs of frequency above. - Teacher calls some groups to read aloud the answers and gives feedback.

7 Task 6: Work in pairs. mins Make questions then interview your partner. - Teacher has students Pair work work on the Ex. 5, p. 10 in pairs. - Teacher checks the anTeam work swers by playing a game. Teacher divides students into 2 teams, 2 students in each team choose a set of questions (which are the questions 1-5 in Ex. 5, p. 10). Teacher 205

L IC IA

OF F

may add more questions if necessary) then interview each other. The team with higher score is the winner.

DẠ Y

KÈ

ƠN

10 points: you/ like/ your new school 20 points: Question 1: you/ often/ ride your bicycle/ to school Question 2: you/ sometimes/ study in the school library Question 3: your friends/ always/ go to school/ with you Question 4: you/ usually/ do homework/ after school 30 points: How often/ your mother/ pick you up/ school Answer key: 1. Do you like your new school? 2. Do you often ride your bicycle to school? 3. Do you sometimes study in the school library? 4. Do your friends usually go to school with you? 206

To review the Make 5 sentences in the knowledge that present simple tense, usstudents have ing adverbs of frequency. gained in this lesson.

DẠ Y

KÈ

ƠN

Homework

L T-Ss

OF F

Consolidation To consolidate Teacher asks students to what students talk about what they have have learnt in the learnt in the lesson. lesson.

IC IA

5. Do you usually do your homework after school? 6. How often does your mother pick you up from school?

207

T-Ss

3 mins

1 min

UNIT 1: MY NEW SCHOOL

Language analysis Meaning

Pronunciation

ƠN

Form

OF F

By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - know how to introduce someone; - ask appropriate questions when making friends at school; - know what good qualities a good friend should have.

IC IA

Lesson aim(s)

Lesson 4: Communication

someone who is in the same class with you at school

/ˈklɑːsmeɪt/

2. share (v)

to divide food, money, goods and give parts of it to someone else

/ʃeər/

1. classmate (n)

Materials (referenced)

- Grade 6 textbook, Unit 1, Communication - Pictures/ Projector - sachmem.vn Anticipated difficulties

Solutions - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

2. Some students will excessively talk in the class.

- Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

DẠ Y

KÈ

1. Students may have underdeveloped speaking and co-operating skills.

Board Plan

208

Date of teaching Unit 1: My new school Lesson 4: Communication

Stage

Stage aim To introduce the topic.

DẠ Y

KÈ

Warm-up

ƠN

OF F

IC IA

* Warm-up Game: Who knows more? I. Everyday English 1. Vocabulary share (v) classmate (n) 2. Introducing someone This is … . Nice to meet/ see you. Nice to meet/ see you, too. Task 1: Listen and read the dialogue. Task 2: Work in groups. Practise introducing a friend to someone. II. New friends at school Task 3: Read and tick the questions you think are suitable to ask a new friend at school. Task 4: Friendship quiz. III. Producton Task 5: Work in groups. Take turns to interview the others, use the questions above. * Homework

Procedure

* Who knows more? - Teacher divides the class into 2 teams. - Teacher shows pictures of some famous pairs of friends around the world, asks students to name them. - The team thats give more correct names is the winner.

209

Interaction Time

Team work

5 mins

L IC IA

OF F

Tom and Jerry

ƠN

Woody and Buzz

Spongebob and Patrick

DẠ Y

KÈ

Lisa and Rose

Harry Potter and Hermione Granger

210

IC IA

L To lead in the targeted vocabulary and pronunciation.

Teacher leads students into the lesson by telling about what they are going to learn: Are people above good friends? Why? Let‟s find out what make a good friend in our lesson today.

T-Ss

2 mins

T-Ss

3 mins

ƠN

Lead in

OF F

Leonardo DiCaprio and Tobey Maguire

* EVERYDAY ENGLISH To prepare stu- 1. PRE-TEACH VOdents with vo- CABULARY: cabulary. - Teacher introduces the vocabulary by: + giving situation; + giving explanation. 1. share (v) [situation]: What action can you say when you give your food to poor children? 2. classmate (n) [explanation]: What word can you use to say about people who are in the same class with you?

DẠ Y

KÈ

Presentation

2. SENTENCE 211

4 mins

IC IA

T-Ss

To practice the structure of introducing someone.

Task 2: Work in groups. Practise introducing a friend to someone. - Teacher asks students to Group work work in groups of four, introducing themselves to the group members, using structures above. T-Ss - Teacher calls some students to introduce their new friends to the whole class. - Teacher gives feedback and corrections (if necessary).

5 mins

DẠ Y

KÈ

Practice

ƠN

OF F

STRUCTURE: To introduce INTRODUCING the structure of SOMEONE introducing Task 1: Listen and read someone. the dialogue. (Ex. 1, p. 11) - Teacher lets students listen and read the dialogue, asks them what the characters say when they first meet someone. - Teacher calls some students to share their opinions. - Teacher gives more explanations and writes down the structure of introducing someone. This is … . Nice to meet/ see you. Nice to meet/ see you, too.

Practice

* NEW FRIENDS AT SCHOOL - To identify questions

Task 3: Read and tick the questions you think are 212

14 mins

Task 5: Work in groups. Take turns to interview the others, use the questions above. - Teacher ask students to Group work move to places of classmates they haven‟t got aquainted yet, form a new group and interview the new mates, then give feedback on their mates. - Teacher calls some groups to make models.

8 mins

Teacher asks students to talk about what they have learnt in the lesson.

T-Ss

3 mins

T-Ss

1 min

ƠN

To apply the knowledge they have learnt in this lesson.

Production

OF F

IC IA

people should suitable to ask a new ask when friend at school. they first - Teacher has students dis- Group work meet. cuss in groups of four, then asks them to add 2 more questions to the list. - Teacher checks with the T-Ss whole class. Task 4: Friendship quiz. Students work independentS - To identify qualities of a ly and do the quiz in Ex. 4, good friend. p. 11.

To review what Write down the results and students have feedback of the previous learnt in the interviews. lesson.

DẠ Y

KÈ

Homework

Consolidation To consolidate what students have learnt in the lesson.

UNIT 1: MY NEW SCHOOL Lesson 5: Skills 1 213

Lesson aim(s)

IC IA

By the end of the lesson, students will be able to: - develop reading skill for general and specific information about schools; - talk about different types of school; - talk about things they like and don‟t like at school and the reasons for that. Language analysis Meaning

Pronunciation

OF F

Form

involving more than one country

/ˌɪntəˈnæʃən.əl/

2. boarding school (n)

a school where students live and study

/ˈbɔːdɪŋ ˌskuːl/

3. playground (n)

an area designed for children to play outside

/ˈpleɪɡraʊnd/

ƠN

1. international (adj)

Materials (referenced) - Grade 6 textbook, Unit 1, Skills 1 - Pictures, cards - sachmem.vn

Solutions

Anticipated difficulties

Provide students with the meaning and pronunciation of words.

2. Students may have underdeveloped reading, speaking and co-operating skills.

KÈ

1. Students may lack knowledge about some lexical items.

DẠ Y

3. Some students will excessively talk in the class.

- Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

Board Plan

214

Date of teaching Unit 1: My new school Lesson 5: Skills 1

To introduce the topic of reading.

DẠ Y

KÈ

Warm-up

Stage aim

Procedure

Interaction Tim e

5 * Game: Lucky number - Class is divided into 2 Team work mins groups. - Teacher prepares 7 numbers which includes 5 questions about their school, and 2 lucky numbers. - Each team takes turns and chooses a number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1

Stage

ƠN

OF F

IC IA

* Warm-up Game: Lucky number I. Reading Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C. Vocabulary 1. boarding school (n) 2. playground (n) 3. international (adj) Task 2: Read the passages again and complete the sentences. Task 3: Answer the questions. II. Speaking Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? Complete the table. Task 5: Discuss your choice with your friends. * Homework

215

L IC IA

Teacher leads students into the lesson by showing pictures of 3 schools Sunrise, An Son and Dream and asks them some questions: 1. What can you see in these pictures? 2. Are these schools in the same place? 3. Which school do you think is in Viet Nam? Suggested answers: 1. I can see three different schools. 2. No, they aren‟t. 3. The second school.

T-Ss

4 mins

Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C. - Teacher asks students to open the book, read

T- Ss

15 mins

To lead in the reading skills.

KÈ

Pre-Reading

ƠN

OF F

point without answering the question and may choose another number. Suggested questions: 1. How many classes are there in our school? 2. Do students have to wear uniform when they go to school? 3. How many computer rooms does our school have? 4. Name some clubs in our school. 5. When was our school established?

DẠ Y

WhileReading

To develop reading skill for general information.

216

L IC IA T- Ss

ƠN

VOCABULARY Teacher asks students to get the meaning of the words boarding school, international and playground in context. 1. boarding school (n) [explanation] 2. playground (n) [visual] 3. international (adj) [explanation] Task 2: Read the passages again and complete the sentences. - Teacher asks students to read through the sentences, predict what information/ what types of words they have to fill in the blanks. - Teacher lets students work independently and find the correct answer. - Teacher lets students pair compare before checking with the

To provide students with some lexical items before reading the text.

OF F

through the text and do Ex. 1 – p. 12. - Teacher calls some students to give the answer, explain which sentence give them the information. Answer key: 1. C 2. A 3. B

DẠ Y

KÈ

To develop reading skill for specific information.

217

T-Ss

Pair work

Task 3: Answer the questions. - Teacher asks students to read the questions and underline key words, reminds them to focus on the types of information they have to find (What/ Where/ Which school…). - Teacher asks students to work in pairs and find the answer. - Teacher calls a student to write his/her answer on the board, then check sentence by sentence with class. Suggested answers: 1. Sunrise is a boarding school. 2. An Son School is in Bac Giang. 3. Yes, there is. 4. They join many interesting clubs.

L IC IA T-Ss

DẠ Y

KÈ

ƠN

To identify different features of each school.

OF F

whole class. Answer key: 1. boarding 2. Sydney 3. mountains and green fields 4. Dream School 5. English-speaking teachers

Pre-Speaking To help students Task 4: Which school form the ideas for in Exercise 1 would you their speaking. like to go to? Why/ Why not? Complete 218

Pair work

T-Ss

T-S

5 mins

L Group work

8 mins

Post-Reading - To help students - Teacher allows stuand Speaking improve next dents to give comtime. ments for their friends - Check students‟ and vote for the most understanding interesting and inabout the readformative presentation. ing passage. - Teacher gives feedback and comments.

Ss-Ss

3 mins

Consolidation To consolidate what students have learnt in the lesson.

T-Ss

Task 5: Discuss your choice with your friends. - Teacher tells students to work in groups of four and share the answer, reminds them to take note the information from other members. - Teacher invites some students to share their preparation and makes sure they speak in full sentences. - Students share their ideas with the whole class.

OF F

To help students use what they have learnt so far to talk about a school.

DẠ Y

KÈ

ƠN

WhileSpeaking

IC IA

the table. - Teacher asks students to work independently and complete the table. - Teacher goes around and offers help if needed.

Teacher asks students to talk about what they have learnt in the lesson.

219

T-Ss 2 mins

ƠN NH Y QU M KÈ DẠ Y

220

2 mins

T-Ss

IC IA

To review the les- - Teacher asks students son they have to write down their learnt and prepare opinion about a school for the next lesin their books. son - Teacher asks students Skills 2. to search for information about their school.

OF F

Homework

UNIT 1: MY NEW SCHOOL

OF F

By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - listen for specific information about school activities; - write a passage about their new school.

- Grade 6 textbook, Unit 1, Skills 2 - Pictures - sachmem.vn

Solutions Play the recording many times if necessary. Encourage students to work in pairs, in groups so that they can help each other. Provide feedback and help if necessary. Define expectation in explicit detail. Have excessive talking students practise. Continue to define expectations in small chunks (before every activity).

ƠN

Materials (referenced)

Anticipated difficulties 1. Students may have underdeveloped listening skills.

DẠ Y

KÈ

2. Some students will excessively talk in the class.

IC IA

Lesson aim(s)

Lesson 6: Skills 2

221

IC IA

Date of teaching Unit 1: My new school Lesson 6: Skills 2

Board Plan

ƠN

OF F

* Warm-up Crossword puzzle I. Listening Task 1: Guess the answers to the following questions. Task 2: Listen again and choose the correct answer A or B. II. Writing Task 3: Write the answers to the following questions about your school. Task 4: Use the answer in Task 3 to write a paragraph of 40-50 words about your school. You can refer to the reading passages to help you. * Homework

Stage aim

Procedure

Warm-up

- Check students‟ vocabulary from previous lessons. - To introduce the topic of listening.

*Crossword Puzzle Teacher divides class into 2 teams. Each team takes turns to choose a crossword, reads the clues and solves the puzzle.

DẠ Y

KÈ

Stage

1. This is an area designed for children to play in outside, especially at school or in a park. 2. This is an adjective used to describe people who have a clean, tidy and stylish appearance. 3. Complete the following sentence with a suitable 222

Interaction Team work

Time 5 mins

L IC IA T-Ss

1 min

Task 1: Guess the answer to the following questions. 1. Do you think the students there wear uniforms? 2. Do they learn Vietnamese as a foreign language? - Teacher lets students work in pairs and discuss the questions. Encourage them to speak English and feel free to make guesses. - Teacher plays the recording once. Students listen to check their guesses. Suggested answers: 1. Yes, they do. 2. Yes, they do.

T-Ss

4 mins

DẠ Y

KÈ

Pre-Listening To help students brainstorm and have an overview about what they are going to listen to.

Teacher draws students‟ attention to the word PALMER – the name of a school in America, lets them know they are going to listen to Janet, a student from Palmer school.

ƠN

To lead in the listening tasks.

Lead in

OF F

word: Mrs Nguyen teaches all my history _____. 4. What is this subject? – [visuals] 5. What is this school thing? – [visuals] 6. This is a small electronic device that is used for calculations.

223

Pair work

10 mins T-Ss

ƠN

Y QU M KÈ DẠ Y

224

Task 2: Listen again and choose the correct answer A or B. * Read and find the key words Teacher asks students to read the statements, underline the key words, reminds them to pay attention to keywords while listening. * Listen and choose the correct answer - Teacher plays the recording. - Teacher asks students to listen and choose the answers. - Teacher asks students to compare their answer with the partner. - Teacher calls on some students to write their answers on the board, then play the recording once again and check with the class. Answer key: 1. A 2. B 3. B 4. A 5. A Audio script: Hi. My name‟s Janet. I‟m eleven years old. I‟m now in year 6 at Palmer School. I like it here. My classmates are friendly. The teachers at my school are nice and very

IC IA

To help students develop listening skill for specific information.

OF F

WhileListening

Ss-Ss

T-Ss

L IC IA Group work

5 mins

ƠN

* Summarize the information of the listening part. - Students work in groups of four. - Teacher asks students to summarize the information in the listening part and talk about it. - Teacher helps if necessary.

Post-Listening To check students‟ understanding of the listening part.

OF F

helpful, and my favourite teacher is Mrs. Smith. She teaches us maths. I have two hours to study Vietnamese every week. I usually do my homework in the library. We wear our uniforms every day, but today we aren‟t. We‟re going to have a biology lesson on a farm.

Task 3: Write the answers to the following questions about your school. - Teacher asks students to work independently to answer the questions. - Teacher encourages students to write in full sentences and tells them that their sentences must be grammatically and logically correct with the right choice of words and correct punctuation. - Teacher allows students to look back the reading passages.

M KÈ DẠ Y

5 mins

- To help students have information about their school. - To help students write simple sentences for the next writing passage.

Pre-Writing

225

T-Ss

Group work

8 mins

- Teacher has the groups swap and give feedback on each other‟s writing. - Teacher then gives feedback on one writing as a model.

Group work

4 mins

Teacher asks students to talk about what they have learnt in the lesson.

T-Ss

2 mins

OF F

Task 4: Use the answer in Task 3 to write a paragraph of 40-50 words about your school. You can refer to the reading passages to help you. - Teacher asks students to work in groups of four, gives them a large piece of paper and asks them to write the full paragraph into the paper in 6 minutes. - Teacher asks students to pay attention to punctuation, structures, word choice, linking words, etc.

To cross check and final check students‟ writing.

KÈ

Post-Writing

ƠN

While-Writing To let students learn and help each other write a complete passage about their school.

Pair work

IC IA

- Teacher asks students to pair compare their answers. - Teacher invites one or two students to write their answers on the board and gives feedback as models.

DẠ Y

Consolidation To consolidate what students have learnt in the lesson.

226

T-Ss

ƠN NH Y QU M KÈ DẠ Y

1 min

- Rewrite the paragraph in the notebooks. - Prepare for the project.

IC IA

To allow students finalize their versions after being checked by friends and teacher.

OF F

Homework

227

IC IA

Lesson 7: Looking back & Project

UNIT 1: MY NEW SCHOOL Lesson aim(s)

Materials (referenced)

ƠN

- Grade 6 textbook, Unit 1, Looking back & Project - Pictures, A0 paper - sachmem.vn

- Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

DẠ Y

KÈ

2. Some students will excessively talk in the class.

Solutions

Anticipated difficulties 1. Students may have underdeveloped speaking, writing and cooperating skills when doing the project.

OF F

By the end of the lesson, students can: - review the vocabulary and grammar of Unit 1; - apply what they have learnt (vocabulary and grammar) into practice through a project.

228

IC IA

Date of teaching Unit 1: My new school Lesson 7: Looking back & Project

Board Plan

ƠN

OF F

* Warm-up Brainstorming: School things I. Looking back Task 1: Look at the pictures. Write the correct words in the gaps. Task 2: Match the words in A with the words/ phrases in B. Task 3: Complete the sentences with the present simple. Task 4: Complete the text with the correct form of the verbs in brackets. Task 5: Put the adverb in brackets in the correct place in each sentence. II. Project School Convention * Homework

Procedure

Warm-up

To revise the vocabulary related to the topic and lead in the next part of the lesson.

Stage aim

* Brainstorming - Teacher divides the board, and divides the class into 2 teams. - Members of each team take turns and write as many school things as possible in 2 minutes. - The group having more correct answers is the winner.

Interaction Time Team work

3 mins

KÈ

Stage

DẠ Y

Looking back - To help students revise school things.

Task 1: Look at the pictures. Write the correct words in the gaps. - Teacher encourages students to complete the task individually. - Students exchange their textbooks with their partners. 229

17 mins

Ss-Ss

ƠN

Task 2: Match the words in A with the words/ phrases in B. - Teacher encourages students to complete the task individually. - Students exchange their textbooks with their partners. - Teacher gives feedback as a class discussion. Answer key: 1. e 2. d 3. b 4. a 5. c - Teacher encourages students to provide more school activities.

L IC IA S

Ss-Ss

T-Ss

- To help students revise the combination: to study, to have, to do, to play + N.

T-Ss

OF F

- Teacher gives feedback as a class discussion. Answer key: 1. uniform 2. pencil sharpener 3. notebook 4. compass 5. calculator 6. ruler

DẠ Y

KÈ

- To help students revise the present simple tense.

Task 3: Complete the sentences with the present simple. - Teacher has students complete the task individually. - Students exchange their textbooks and give feedback to each other. - Teacher gives feedback 230

Ss-Ss

L IC IA

OF F

Task 4: Complete the text with the correct form of the verbs in brackets. - Students work in pairs. - Teacher asks students to read the sentences carefully and give the answers. - Students complete the task and discuss the answers. - Teacher gives feedback as a class discussion. Answer key: 1. is 2. has 3. walks 4. study 5. likes

T-Ss

Pair work

T-Ss

DẠ Y

KÈ

ƠN

- To help students revise the postion of adverbs of frequency in context.

as a class discussion. Answer key: 1. comes 2. don‟t 3. walks 4. do 5. teaches

Task 5: Put the adverb in brackets in the correct place in each sentence. - Students work in pairs. - Students complete the task and discuss the answers. - Teacher gives feedback as a class discussion. Answer key: 1. I always remember to do my homework. 231

Pair work

T-Ss

OF F

To allow stu* My dream school dents to apply - Teacher sets the context what they have of a School Convention learnt that will be occurred (vocabulary and right now in the classgrammar) into room. practice through - Teacher divides students a project. into 4 big groups. Each group will act as a representative of a school, come to the convention to introduce and enroll new students. - Teacher lets the groups discuss and summarise the information and design A0 size posters about their school. - Teacher asks the class to listen to the reports and ask questions if they would like to. - Students will critically evaluate all the posters, then give 1 vote for the most attractive poster. - Teacher gives comments and feedback to all 4 posters and awards special prize to the group which has the most votes.

T-Ss

Group work

Ss-Ss

DẠ Y

KÈ

ƠN

Project

IC IA

2. Nick usually gets good marks in exams. 3. We do not often see a rabbit in town. 4. I rarely read in bed at night. 5. Do you sometimes sing in the shower?

232

T-Ss

22 mins

Homework

To prepare for the next lesson.

Prepare for the next lesson: Unit 2 – Lesson 1. Getting started.

2 mins

T-Ss

1 min

OF F

* Pictures' source: From Internet

T-Ss

Teacher asks students to talk about what they have learnt in the lesson.

IC IA

Consolidation To consolidate what students have learnt in the lesson.

UNIT 2: MY HOUSE

Lesson 1: Getting started – A look inside

ƠN

Lesson aim(s)

By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - ask and answer about where someone lives. Language analysis Form

Meaning

Pronunciation

a house in a town or city, usually a comfortable, expensive one in a fashionable area

/ˈtaʊn ˌhaʊs/

2. country (n)

a large traditional house in the countryside, especially one that has belonged to the same family for many years

/ˌkʌntri ˈhaʊs/

3. flat (n)

a set of rooms for living in that are part of a larger building and are usually all on one floor

KÈ

1. town house (n)

Materials (referenced)

DẠ Y

- Grade 6 textbook, Unit 2, Getting started - Pictures and maps - sachmem.vn Anticipated difficulties

Solutions 233

/flæt/

Prepare some handouts.

- Play the recording many times if necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

IC IA

1. Students may be lack knowledge and experiences about the topic. 2. Students may have underdeveloped listening, speaking and co-operating skills.

OF F

Board Plan

Date of teaching Unit 2: My house Lesson 1: Getting started – A look inside

To introduce the topic.

DẠ Y

KÈ

Warm-up

Stage aim

Stage

ƠN

* Warm-up Game: A hidden word I. Vocabulary 1. town house (n) 2. country house (n) 3. flat (n) II. Practice Task 1: Tick the correct answers. (Ex. 2, p. 17) Task 2: Complete the sentences. (Ex. 3, p. 17) III. Production Task 3: Complete the word web: Types of house. (Ex. 4, p. 17) Task 4: Survey. (Ex. 5, p. 17) * Homework

Procedure

* A hidden word - Teacher divides the class into two teams and asks a member of each team to look at the pictures and answer the questions. - For each right answer, the team will get 1 point and 1 secret letter to help them find out the hidden word to234

Interaction

Time

5 Team work mins

ƠN

L IC IA

OF F

day. - There is one picture including two secret words. The team gets this picture will get 2 points. - The team which has more points or can guess the hidden word first will be the winner. MYHOUSE

DẠ Y

KÈ

1. What is it? – It‟s a _ _ _ _ . (ROOM)

2. We have a small house in the _ _ _ _ _ _ _. (COUNTRY) 3. Where are they? – They are in the _ _ _ _ _ _ _ . (KITCHEN) 235

L IC IA OF F ƠN

DẠ Y

KÈ

4. They have a house in the _ _ _ _ . (TOWN) 5. How many rooms are there in this house? – There are _ _ _ (SIX)

rooms. 6. Which house is it? – It‟s an _________. (APARTMENT)

236

Y QU M KÈ DẠ Y

a town house

237

2 mins

IC IA

To help students understand the text.

T-Ss

OF F

Presentation (Pre-teach Vocabulary)

- Teacher draws students‟ attention to the pictures in the textbook and asks them some questions about the pictures. 1. What are Nick and Mi doing? 2. What might they talk about? Suggested answers: 1. They are talking to / discussing with each other through the Internet. 2. (Students‟answers) * VOCABULARY - Teacher introduces the vocabulary by: + showing the pictures illustrating the words + providing the synonym or antonym of the words + providing the definition of the words 1. town house (n): [visual] 2. country house (n): [visual] 3. flat (n): [synonym]  apartment

ƠN

To lead in the topic of My house.

Lead in

T-Ss

5 mins

L IC IA

OF F

a country house

DẠ Y

KÈ

Practice

ƠN

LISTEN AND READ. (p. 16) - Teacher plays the recording, asks students to underline the words related to the topic My house. (Teacher may check the meaning of some words if necessary.) - Teacher can play the recording more than once. - Students listen and read. - Teacher can invite some pairs of students to read aloud. - Then, teacher confirms the correct answer: + They are talking about their houses. + Mi is describing their new flat which her family was moving to. To set the Task 1: Tick the correct ancontext for swers. (Ex. 2, p. 17) the listening - Teacher asks students and reading “Which family members text. does Mi talk about?” without reading the conversation again. - Then, teacher tells them to read it again individually and check their answers. - Teacher allows students to 238

15 mins T-Ss

L IC IA T-Ss

ƠN

Task 2: Complete the sentences. (Ex. 3, p. 17)

To help students understand the text.

Ss-Ss

OF F

share their answers before discussing as a class and encourages them to give evidence. - Teacher calls some students to check. Answer key:

DẠ Y

KÈ

- Teacher asks students to work independently to fill each blank with the word from the conversation. - Teacher allows students to share their answers before discussing as a class. - Teacher calls some students to check. Teacher confirms the right answers and writes on the board. Answer key: 1. sister 2. TV 3. town 4. country 5. three 239

Ss-Ss

T- Ss

15 mins

Task 3: Complete the word web: Types of house. (Ex. 4, p. 17) * Game: Networking - Teacher divides the class into two teams, then writes the topic “Types of house” on the board and gives them two minutes to discuss. - After that time, a student from each team one by one runs to the board and writes one word. - The team which has more correct answers is the winner.

Team work

IC IA

To develop students‟ knowledge of the vocabulary about types of house.

ƠN

OF F

Production

Types of house

Suggested answers:

DẠ Y

KÈ

To help Task 4: Survey students - Teacher asks students to practise work in groups of 4 or 6 to asking and take turns to ask and answer answering about where they live. about where - Teacher can model with one they live. student. - Teacher moves around to observe and offer help when needed. 240

Group work

T-S T-Ss

Y QU M KÈ DẠ Y

241

IC IA

Ss-Ss

T-Ss

OF F

ƠN

Prepare the vocabulary for the next lesson: A closer look 1.

Consolidation To consolidate what students have learnt in the lesson. Homework To prepare for the next lesson.

- By the end of the activity, one student from each group can stand up and report to the class. Suggested answers: In my group, Linh lives in a flat, Lan and Huong live in a country house, etc…. Teacher asks students to talk about what they have learnt in the lesson.

T-Ss

2 mins

1 min

UNIT 2: MY HOUSE

IC IA

Lesson 2: A closer look 1 Lesson aim(s)

Language analysis Meaning

Pronunciation

ƠN

Form

OF F

By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - use the vocabulary and structures to talk about the names of rooms and furniture pieces in the house; - pronounce and recognize the sounds /s/ and /z/.

the area just inside the main entrance of a house, apartment, or other building that leads to other rooms and usually to the stairs

1. hall (n)

2. chest of drawers a piece of furniture with drawers in which (n) you keep things such as clothes

/hɔːl/

/ˌtʃest əv ˈdrɔːz/ /sɪŋk/

a bowl that is attached to the wall in a kitchen or bathroom in which you wash dishes or your hands, etc.

4. dishwasher (n)

a machine that washes dirty plates, cups, forks, etc.

/ˈdɪʃˌwɒʃər/

5. cupboard (n)

a piece of furniture or a space for storing things, with a door or doors and usually with shelves.

/ˈkʌbəd/

KÈ

3. sink (n)

Materials (referenced)

DẠ Y

- Grade 6 textbook, Unit 2, A closer look 1. - Pictures and video clip. - sachmem.vn Anticipated difficulties

Solutions

242

- Play the recording many times if necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

OF F

3. Some students will excessively talk in the class.

Provide students with the meaning and pronunciation of some lexical items.

IC IA

1. Students may lack knowledge about some lexical items. 2. Students may have underdeveloped listening, speaking and co-operating skills.

Board Plan

ƠN

Date of teaching Unit 2: My house Lesson 2: A closer look 1

DẠ Y

KÈ

* Warm-up Jumbled words and matching I. Vocabulary: Rooms and furniture pieces in the house 1. hall (n) 2. chest of drawers (n) 3. sink (n) 4. dishwasher (n) 5. cupboard (n) Task 1: Name the thing in each room in Ex. 1. (Ex. 2, p. 18) Task 2: Guessing game II. Pronunciation: /s/ and /z/ Task 3: Listen and write the words in the correct column. Then listen and repeat. (p. 18) Task 4: Listen and repeat. Pay attention to the underlined words. (p. 18) III. Production Whispering game * Homework

Stage

Stage aim

Procedure

243

Interaction Time

ƠN

Y QU M KÈ DẠ Y

Answer key: * Jumbled words 1. kitchen 2. bathroom 3. bedroom 4. living room 5. hall * Matching a. hall 244

5 mins

IC IA

To activate - Teacher asks students to students‟ prior work independently to knowledge and rearrange letters to find vocabulary reout the correct word, lated to the top- then match the word ic, the targeted with the picture. vocabulary and - Teacher tells students to its pronunciacompare their answers tion. with their partners. - Teacher corrects and confirms the answers. - Teacher explains the new words. * Jumbled words 1. tchekin 2. thraobom 3. rodeomb 4. lngivi moro 5. lahl * Matching

Ss-Ss

OF F

Warm-up

T-Ss

To revise / teach the names of rooms in the house.

IC IA T-Ss

VOCABULARY - Teacher introduces the vocabulary by: + providing the synonym or antonym of the words + providing the pictures of the words 1. hall (n): [visual + [explanation] 2. chest of drawers (n): [visual] 3. sink (n): [visual] 4. dishwasher (n): [visual] 5. cupboard (n): [visual]

QU M KÈ DẠ Y

T-Ss

OF F

Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to describes rooms and furniture and two sounds /s/ and /z/.”

Presentation (Vocabpre-teach)

To lead in the lesson about vocabulary and pronunciation.

ƠN

Lead in

b. living room c. bedroom d. bathroom e. kitchen

245

2 mins

5 mins

4. dishwasher 5. cupboard

DẠ Y

KÈ

ƠN

OF F

* Checking technique: Slap the board

IC IA

2. chest of drawers 3. sink

246

15 mins Pair work

T-Ss

ƠN

Y QU M KÈ DẠ Y

To help students practise asking and answering about

247

Task 1: Name the things in each room in Ex. 1. (Ex. 2, p. 18) - Teacher asks students to work in pairs to do this activity. - Teacher writes the names of the rooms on the board in different places, then calls on students from different pairs to go to the board and write the name of the furniture under these rooms. - Remind students that one piece of furniture can belong to more than one room. - Teacher asks other students to comment and asks them if they can add some more things to each room. Suggested answers: - Bedroom: lamp, picture, chest of drawers - Living room: lamp, sofa, picture - Hall: picture - Kitchen: fridge, cupboard, dishwasher, sink - Bathroom: shower, sink, toilet Other words: chair, fan, air conditioner, cooker, etc. Task 2: Guessing game - Teacher models this activity with a student. - Teacher asks students to work in pairs: one stu-

IC IA

To revise / teach the names of furniture pieces.

OF F

Practice

T-S

Ss-Ss

IC IA

dent thinks of a room in his / her house; the other asks questions to guess the room. - Teacher calls some pairs to practise in front of the class. - Teacher comments on their performance. Example: Ss 1: What‟s in your room? Ss 2: A lamp and a chest of drawers. Ss 1: Is it the bedroom? Ss 2: Yes.

T-Ss

To help stuPRONUNCIATION dents identify - Teacher introduces 2 how to sounds s/ and /z/ to stupronounce the dents and lets them listen final sounds /s/ and repeat the words in and /z/ at the Ex. 4 (p. 18). end of the - Teacher has students words. comment on how to pronounce these two sounds at the end of the words. - Teacher quickly explains the rules: + Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /k/, /f/, /θ/). + Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/, etc.) and any vowel sounds. - Teacher asks students to give some words they know containing these

DẠ Y

KÈ

Presentation (Pre-teach the sounds /əʊ/ and /aʊ/.)

ƠN

OF F

the furniture in a room.

248

T- Ss

5 mins

Task 3: Listen and write the words in the correct column. Then listen and repeat. (p. 18) - Teacher asks students to read and listen again the words, then put them in the correct column. - Students work individually. - Teacher plays the recording for students to listen, repeat and check their answers. Answer key: /s/ /z/ lamps, cupboards, sinks, sofas, flats, toi- kitchens, lets, rooms

OF F

To help students practise pronouncing these sounds in words.

T-Ss

S T- Ss

ƠN

Practice

IC IA

sounds. Suggested answers: - /s/: cats, lamps, books, months - /z/: beds, dogs, cans, rooms, videos, cookers, bees

DẠ Y

KÈ

To help students pronounce the final sounds /s/ and /z/ correctly in context.

Task 4: Listen to the conversation. Underline the final “s” in the words and put them into the correct column. (p. 18) - Have students quickly read the conversation and underline the final “s” in the words. Now play the recording for students to listen to the 249

T- Ss

5 mins

To give stuGame: Whispering dents chance to - Teacher divides the class apply what into 4 big groups and they have asks students to stand in learnt. four lines. - The member in the last place will make a sentence containing at least a word and a sound they have learnt; then, whisper the sentence to the next member of the group. They will continue until the member in the first place and this

DẠ Y

KÈ

Production

L IC IA

ƠN

OF F

conversation and write /s/ or /z/ under each “s” that they have underlined. - Tell them to put the words with the final “s” in the correct column according to the sound of “s”. Have them work in pairs to compare their answers. Check students‟ answers. Ask them to explain their answers. Answer key: /s/: chopsticks, lamps /z/: bowls, things, homes - Play the recording again for students to repeat each line of the conversation. Ask students to work in pairs to practice the conversation. Call some pairs to practise the conversation. Comment on their pronunciation of the final “s”.

250

Group work

5 mins

To revise what they have learnt.

L IC IA T-Ss

2 mins

Find 5 more words with the sound /s/ and 5 more words with the sound /z/. Write them down and practice pronouncing the words.

T-Ss

1 min

ƠN

Homework

Teacher asks students to talk about what they have learnt in the lesson.

Consolidation To consolidate what students have learnt in the lesson.

OF F

member will say the sentence aloud. - The fastest group will win the game. Suggested sentences: 1. There are two bedrooms in my house. 2. My living room has a TV, two lamps, some pictures and a sofa. 3. The toilets in my school are clean.

UNIT 2: MY HOUSE

Lesson 3: A closer look 2

Possessive case & Prepositions of place

Lesson aim(s)

KÈ

By the end of the lesson, students will be able to know how to use the possessive case and prepositions of place correctly. Language analysis

DẠ Y

Form + “ ‟s” after a proper name. Eg: Nam‟s pen + “ „s” after a singular noun Eg: teacher‟s book

Meaning A possessive case is used to show possession.

251

Materials (referenced)

IC IA

- Grade 6 textbook, Unit 2, A closer look 2. - Pictures, sets of word cards. - sachmem.vn

Solutions Prepare some hand-outs.

2. Some students will excessively talk in the class.

- Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

DẠ Y

KÈ

ƠN

OF F

Anticipated difficulties 1. Students may lack knowledge and experiences about the topic.

252

IC IA

Date of teaching Unit 2: My house Lesson 3: A closer look 2

Board Plan

ƠN

OF F

* Warm-up Memory game I. Grammar focus 1: The possessive case  name‟s + noun = Polly‟s sock.  singular noun‟s + noun = teacher‟s book. * Practice: Task 1: Choose the correct answer. Task 2: Complete the sentences with the correct possessive forms. II. Grammar focus 2: Prepositions of place on, in, at, under, …. * Practice: Task 3: Write the correct preposition in the box under each picture. Task 4: Decide True or False statements. III. Further practice: Memory challenge * Homework

Stage aim

Procedure

Warm-up

To activate students‟ prior knowledge and vocabulary related to the targeted grammar of possessive case, preposition of place and to increase students interest.

* Game: Memory game - Teacher divides the class into 4 groups. - Teacher tells students the rules of the game: + Students have to study the picture of 3 people (Jack, Polly and Greg) and try to remember the things belonging to each person in 30 seconds without writing down in their notebooks. + After 30 seconds, teacher shows the things of Jack, Polly and Greg and a

M KÈ DẠ Y

Interaction Time

Stage

253

Group work

5 mins

L IC IA

OF F

member of each team has to answer quickly the question “Whose is it?” + The group with more correct sentences will be the winner.

ƠN

Answer keys: 1. Whose jumper is it? – It‟s Polly‟s jumper.

DẠ Y

KÈ

2. Whose T-shirt is it? – It‟s Greg„s T-shirt. 3. Whose ball is it? – It‟s Jack‟s ball.

254

OF F

IC IA

4. Whose

ƠN

sock is it? – It‟s Jack‟s sock.

5. Whose shoes is it? – It‟s Greg‟s shoes.

DẠ Y

KÈ

6. Whose sock is it? – It‟s Polly‟s sock.

7. Whose jumper is it? – It‟s Greg‟s jumper.

255

Presentation

To introduce students the form of possessive case.

M KÈ DẠ Y

Teacher says: “This lesson today is going to tell you one way to express the possessive and how to use the preposition of place correctly.”

T-Ss

1 mins

To introduce the targeted grammar of the lesson.

Lead in

ƠN

OF F

IC IA

8. Whose T-shirt is it? – It‟s Polly‟s T-shirt.

THE POSSESSIVE CASE - Teacher draws students‟ attention to the words in the answers from the Warm-up “Greg „s Tshirt, Jack‟s ball, Polly‟s sock” and asks them whether they know the meanings of these words. - Teacher provides or confirms the answers and lead in the grammar focus of the lesson: 256

T-Ss Ss-Ss

5 mins

To help students identify the correct form of possessive case.

Task 1: Choose the correct answer. - Teacher asks students to do the exercise individually and then compare their answers with a classmate. - Check the answers as a class. - Teacher confirms the correct answers. Answer key: 1. grandmother‟s 2. sister‟s 3. cousin‟s 4. Nam‟s 5. An‟s

L IC IA S

T – Ss

DẠ Y

KÈ

To help students practise forming the correct form of possessive case.

ƠN

Practice

OF F

 We use “„s” to show possession. - Teacher writes the form of the possessive case on the board:  name‟s + noun = Polly‟s sock.  singular noun‟s + noun = teacher‟s book.

Task 2: Complete the sentences with the correct possessive forms. - Teacher has students do this exercise individually and calls on two students to write their answers on the board. - Teacher draws all students‟ attention to the board and checks the answers together. - Teacher confirms the correct answers. Answer key: 257

T – Ss

8 mins

T - Ss

5 mins

OF F

PREPOSITIONS OF PLACE - Teacher asks students what prepositions of place they know. Encourage students to say as many as possible. - Have them look at the Remember box to see if the prepositions they have mentioned are the same. - Teacher confirms how to

IC IA

To help students identify different prepositions of place and use them correctly to describe where people or things are.

use prepositions of place.  We use prepositions of place to describe where people or things are.

To help students practice using prepositions of place correctly to describe where people

Task 3: Write the correct preposition in the box under each picture. - Teacher has students do this exercise 3 in pairs, then asks for students‟ answers and confirms the

KÈ

ƠN

Presentation

1. Mi‟s 2. teacher‟s 3. Nick‟s 4. father‟s 5. brother‟s

DẠ Y

Practice

258

10 mins Pair work

L IC IA

correct answers. - Teacher has students work in pairs to say sentences describing the pictures. Move around to offer help if needed. - Teacher calls on some students to say their sentences. If there is time, ask some students to write their sentences on the board. Answer key: 1. on 2. next to 3. behind 4. in 5. in front of 6. between 7. under

T- Ss

ƠN

OF F

or things are.

DẠ Y

KÈ

1. The dog is on the chair. 2. The dog is next to the armchair. 3. The cat is behind the TV. 4. The cat is in the wardrobe. 5. The dog is in front of the kennel / doghouse. 6. The cat is between the lamp and the armchair. 7. The cat is under the table. Task 4: Decide True or False statements. - Teacher has students look at the picture of the room and asks them to describe the room briefly, then has them read each sentence, look at the picture and decide if each sentence is true or false. If it is false, ask them to correct it. 259

T- Ss

* Memory challenge - Teacher has students work in pairs to play the game Memory challenge. - Students look at the picture in Exercise 4 for 30 seconds and then cover it. - They ask and answer questions about the position of the things in the picture. - Teacher invites some pairs to perform in front of the class. Example: A: Where are the books? B: They‟re on the table.

L IC IA T-Ss

8 mins

Ss-Ss

To help students practise asking and answering about the position of things.

KÈ

Production

ƠN

OF F

- Teacher has students do this exercise individually before they share their answers with a partner. Ask some students to read out their answers. - Teacher confirms the correct ones. Answer key: 1. T 2. F (The school bag is under the table.) 3. F (The clock is between the two pictures.) 4. T 5. F (The cap is on the pillow.)

DẠ Y

Consolidation To consolidate Teacher asks students to what students talk about what they have have learnt in learnt in the lesson. the lesson.

260

T-Ss

2 mins

Do exercises in the workbook.

T-Ss

1 min

To revise what they have learnt.

DẠ Y

KÈ

ƠN

OF F

IC IA

Homework

261

UNIT 2: MY HOUSE

IC IA

Lesson 4: Communication Lesson aim(s)

Language analysis Materials (referenced)

ƠN

- Grade 6 textbook, Unit 2, Communication - Pictures - sachmem.vn

OF F

By the end of the lesson, students will be able to: - learn how to give suggestions; - practise using some grammar points and vocabulary related to the topic.

Solutions Provide students with information about the knowledges they do not know.

2. Students may have underdeveloped reading, speaking and co-operating skills.

Anticipated difficulties 1. Students may lack knowledge about the topic.

DẠ Y

KÈ

3. Some students will excessively talk in the class.

262

Stage aim

Warm-up

To introduce the lesson.

Procedure

QU M KÈ DẠ Y

Interaction

- Teacher shows the picture of Nam‟s house and asks students to describe as many things in the picture as possible. - Students give their answers. - Teacher checks the answers. Suggested answers: 263

Time 3 mins

* Pictures describing:

Stage

ƠN

OF F

*Warm-up Pictures decribing I. Everyday English: Giving suggestions  Structure: How about + V-ing? Let’s + V. Task 1: Listen and read the dialogue. Task 2: Make similar dialogues. II. Living places Task 3: Look at the picture and complete the sentences. Task 4: Find the differences between the two houses. Task 5: Draw a simple picture of your house. * Homework

IC IA

Date of teaching Unit 2: My house Lesson 4: Communication

Board Plan

T-Ss

To lead in the lesson.

Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to give suggestions and practice describing a house”.

L IC IA T-Ss

2 mins

T-Ss

5 mins

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Lead in

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- This is Nam‟s house. - There are 4 rooms in his house. - In the living room, there is a lamp, a picture, a table and a sofa. - In the kitchen, there is a fridge, a dishwasher and a sink. - ….

* EVERYDAY ENGLISH Task 1: Listen and read a dialogue. * Giving suggestions: - Teacher plays the recording for students to listen and read the dialogue between Elena and her mum at the same time. - Teacher asks students to pay attention to the highlighted sentences. - Teacher elicits the structures to give suggestions from students. Structure:  How about + V-ing?  Let’s + V. - Teacher has students practise the dialogue in

To introduce two ways to give suggestions.

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Presentation

264

5 mins

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To help stuTask 2: Make similar dents practise dialogues. giving - Teacher give students suggestions. some situations to practice: Situation 1: You want to buy some furniture for their homes. Situation 2: You want to do some activities at the weekend with your friend. Situation 3: You want to buy some new school things - Teacher asks students to work in pairs. - Teacher moves around to observe and provide help. - Teacher calls some pairs to practise in front of the class, then comments on their performance. Suggested answers: A: I am so bored. B: How about going to the cinema this weekend? A: Great idea!

Pair work

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Practice

pairs. Call some pairs to practise the dialogue in front of the class.

* LIVING PLACES

265

T-Ss

T- Ss

- Then ask students to

Pair work

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work in pairs to complete the given sentences. - Teacher moves around to observe and provide help. - After that, teacher invites students to share their answers. - Teacher confirms the correct answers. Answer key: 1. country 2. are 4. chairs 5. on

266

3. is

5 mins

IC IA

Task 3: Complete the sentences. - Teacher has students look at the picture and try describing Mi‟s grandparents‟ country house. - Teacher encourages students to say full sentences.

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- To give students a sample of a house description - To help students practise using some grammar points and vocabulary related to the topic.

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Presentation

T-Ss

5 mins

IC IA

To help stuTask 4: Find the differdents practise ences between the two asking and houses. answering about the differences between two houses.

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Practice

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- Teacher models with a student. Suggested conversation: T (look at Nick‟s house): Nick lives in a country house. Where does Mi live? S: (look at Mi‟s house): She lives in a town house. T: How many rooms are there in Mi‟ house? S: There are six rooms. What about in Nick‟s house? T: … - Teacher asks students in each pair not to look at each other‟s picture and make similar conversations. - Teacher reminds students to note down the differences between the

T-S

267

Pair work

To help students practise describing their house.

Task 5: Drawing a simple picture of your house. - Teacher gives students 5 – 7 minutes to draw a simple picture of their house, then asks students work in pairs to tell each other about their house. If time allows, teacher can ask them to note down the differences between their houses. - Teacher calls some students to describe their friend‟s house to the class. - Students may also present the differences between their house and their friend‟s. Other students and teacher listen and give comments. The group with higher scores will win the game.

L IC IA S Pair work

7 mins

T-Ss

KÈ

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Production

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two houses. - After some minutes, the pair which has the most differences will be the winner. Ask some pairs to act out the conversation. Other pairs listen and add more differences if there are any.

DẠ Y

Consolidation To consoliTeacher asks students to date what talk about what they have students have learnt in the lesson. learnt in the lesson. 268

T-Ss

2 mins

T-Ss

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1 min

Do exercises in the workbook.

IC IA

To prepare for the next lesson: Skills 1.

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Homework

269

UNIT 2: MY HOUSE

IC IA

Lesson 5: Skills 1 Lesson aim(s)

Language analysis Form

Meaning

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By the end of the lesson, students will be able to: - understand the description of a room at the Crazy House Hotel in Da Lat; - describe one room (in their imagination) in that hotel.

Pronunciation

unusual and unexpected, or difficult to understand

2. wardrobe (n)

a tall cupboard in which you hang your clothes

3. desk (n)

a type of table that you can work at, often one with drawers

/streɪndʒ/

/ˈwɔːdrəʊb/ /desk/

ƠN

1. strange (adj)

Materials (referenced)

- Grade 6 textbook, Unit 2, Skills 1 - Pictures, sets of words. - sachmem.vn Anticipated difficulties

1. Students may lack knowledge about some lexical items.

DẠ Y

KÈ

2. Students may have underdeveloped reading, speaking and cooperating skills.

3. Some students will excessively talk in the class.

Solutions Provide students with the meaning and pronunciation of words. - Let students read the text again (if needed). - Create a comfortable and encouraging environment for students to speak. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small 270

Board Plan Date of teaching Unit 2: My house Lesson 5: Skills 1

Stage aim

Warm-up

To introduce the topic of reading.

M KÈ DẠ Y

Lead in

Procedure

Stage

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* Warm-up Shark attack I. Reading: 1. Reading skills: Predicting 2. Vocabulary Task 1: Read the text and answer the questions. (Ex. 2, p. 22) Task 2: Circle the things in the Tiger Room. (Ex. 3, p. 22) Task 3: Retelling II. Speaking: Task 4: Create a new room for the hotel. (Ex. 4, p. 22) Task 5: Describe your plan. (Ex. 5, p. 22) * Homework

IC IA

chunks (before every activity).

To lead in the lesson about Skills 1.

*Shark attack - Teacher divides the class into 2 teams. - Then, teacher lets students play “Shark attack” to find the hidden words. CRAZY - The team which finds the word first will be the winner. READING SKILL: PREDICTING - Teacher asks students to read the “Reading skill” box and explains 271

Interaction

Time

Group work

5 mins

T-Ss

2 mins

L IC IA

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any words that Ss do not know. - Teacher tells students that predicting is an important reading skill that can help them have a general understanding of the text. * Set the scene:

ƠN

- Teacher tells students to quickly look at the text, the pictures and answer the questions. - Teacher asks for students‟ answers.

DẠ Y

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- Then teacher tells them to read the text quickly to check their prediction. - After that, teacher con-

272

Pre-Reading To provide stu(Pre-teach vodents with some cabulary) lexical items before reading the text again.

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T-Ss

VOCABULARY - Teacher introduces the vocabulary by: + Providing the synonym or antonym of the words. + Providing the pictures of the words. + Providing the definition of the words. 1. strange (adj) [explanation] 2. wardrobe (n) [visual] 3. desk (n) [visual]

Y QU M KÈ DẠ Y

IC IA

firms the correct answers. Answer key: 1. It‟s an email. 2. The text is about Nick‟s room at the Crazy House Hotel.

a wardrobe

273

5 mins

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a desk

Task 1: Read the text and answer the questions. (Ex. 2, p. 22) - Teacher lets students look at Ex. 2 on p. 22 and tells them how to do this kind of exercise: + Read the questions. + Underline the key words. + Locate the key words in the text. + Read that part and answering the questions. - Teacher has students read the text in detail to answer the ques-

10 mins

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While-Reading To help students develop their reading skill for specific information (scanning).

274

T- Ss

L IC IA Ss-Ss

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tions and tells them to underline parts of the email that help them with the answers. - Teacher tells them to compare their answers in pairs before giving the answers to teacher. - Teacher asks them to give evidence when giving the answers. Answer key: 1. He‟s in Da Lat with his parents. 2. There are ten rooms. 3. Because there‟s a big tiger on the wall. 4. It‟s under the bed.

Task 2: Circle the things in the Tiger Room. (Ex. 3, p. 22) - Teacher asks students to read through the words given and then locate them in the text. If they find a similar word in the text, they should circle it in the list. - Teacher has students compare their answers. - Teacher checks and confirms the correct answers. Answer key: a window a lamp a wardrobe a desk

T- Ss

DẠ Y

KÈ

To help students further develop their reading skill for specific information (scanning).

ƠN

T-Ss

275

Ss- Ss

T-Ss

5 mins

T- Ss

IC IA

Task 3: Retelling - Ask students what to include when they want to describe a room in the hotel. Here are some things: • Name of the room • Reason for the name • Position of things in the room - Write these points on the board and retell “Tiger room” to their partners.

OF F

Post-Reading To check students‟ reading comprehension.

ƠN

To help students Task 4: Create a new prepare ideas for room for the hotel. the next activity. Draw a plan for the room. (Ex. 4, p.22) - Teacher tells each student to create a new room for the hotel and draw a plan for the room. - Teacher sets a time limit for students to do it. - Teacher asks students to give the room a name and bear in mind the organisation of the room including the things in the room and their position. - Have them note down quickly these ideas.

5 mins

T-Ss

KÈ

Pre-Speaking

Ss- Ss

DẠ Y

WhileSpeaking

To provide an opportunity for students to practise describing the

Task 5: Describe your plan. (Ex. 5, p. 22) - Have students work in pairs and show the plan to their partner. 276

7 mins Ss- Ss

L IC IA

Ask students to take turns to describe their rooms. - Remind them to focus on the three points on the board. Move around to observe and offer help. - Call on some students to show their plan to the whole class and describe it. Other students and the teacher listen and vote for the best plan. - Have students give comments on their friends and vote for the most interesting and informative presentation. - Teacher gives feedback and comments.

T-Ss Ss-Ss

3 mins

T-Ss

2 mins

T-Ss

1 min

Post-Speaking To help students improve next time.

ƠN

OF F

hotel room they have designed.

To prepare for the next lesson Skills 2.

Do exercises in the workbook.

DẠ Y

KÈ

Homework

Consolidation To consolidate Teacher asks students to what students talk about what they have learnt in the have learnt in the lesson. lesson.

277

UNIT 2: MY HOUSE

- Grade 6 textbook, Unit 2, Skills 2 - Pictures - sachmem.vn

IC IA Solutions

Anticipated difficulties

ƠN

Materials (referenced)

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Lesson aim(s) By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - listen to get information about rooms and houses; - write an e-mail to a friend.

Lesson 6: Skills 2

Prepare some hand-outs.

2. Students may have underdeveloped listening, writing and co-operating skills.

- Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

1. Students may lack knowledge and experiences about the topic.

DẠ Y

KÈ

3. Some students will excessively talk in the class.

- Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

278

Board Plan

IC IA

Date of teaching Unit 2: My house Lesson 6: Skills 2

Stage

Stage aim

Procedure

To revise the * Game: Lucky number content of - Teacher divides the class the previous into 2 teams. lesson. - Each team chooses the number they like, then tries to answer the question correctly. - The team which chooses a lucky number will get two points without answering any questions. - The team which has more points will be the

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Warm-up

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* Warm-up Game: Lucky number I. Listening Task 1: Name the pieces of furniture. (Ex. 1, p. 23) Task 2: Prediction. (Ex. 1, p. 23) Task 3: True or False statements. (Ex. 2, p. 23) Task 4: Summarize the information and talk about Mai‟s room. II. Writing: An email to a friend * Necessary parts of an email: • Part 1: Subject • Part 2: Greeting • Part 3: Introduction • Part 4: Body • Part 5: Conclusion Task 5: Answer the questions. (Ex. 3, p. 23) Task 6: Write an email to Mira, your pen friend and tell her about your house. (Ex. 4, p. 23) * Homework

279

Interaction

Time

T-Ss Group work

5 mins

To introduce - Teacher introduces stuthe new lesdents the content of the son. lesson today: “In the previous lesson, you already read about Nick‟s room at the Crazy House Hotel. In the listening lesson today, we are going to listen to Mai talking about her house.”

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Lead in

L IC IA

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winner. Questions: 1. What is the name of the room where Nick is staying? (Tiger) 2. How many rooms are there in the hotel? (10) 3. Is there a wardrobe in Nick‟s room? (Yes) 4. Where is that Crazy House Hotel? (In Da Lat) 5. Are the rooms named after different flowers? (No) 6. Lucky number 7. Where is the bed in Nick‟s room? (Under the window) 8. Why is the room called the Tiger room? (Because there‟s a big tiger on the wall). 9. Who is Nick staying with? (With his parents) 10. Lucky number.

280

T-Ss

1 min

3 mins T-Ss

ƠN NH DẠ Y

KÈ

Answer key: 1. bookshelf 2. sofa 3. desk 4. clock 5. window Task 2: Prediction. (Ex. 1, p. 23) - Have students guess if these things are mentioned in the listening text. If they say yes for a thing, put a tick next to the word. - Play the recording once for students to check their guesses. 281

Task 1: Name the pieces of furniture. (Ex. 1, p. 23) - Ask students to look at the pieces of furniture and parts of the house and name them. - Call on some students to read the words out loud. - Ask some students to write the words on the board.

IC IA

To prepare students for the listening text.

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Pre-Listening

10 mins T-Ss

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KÈ

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Task 3: True or False statements. (Ex. 2, p. 23) - Have students look at the sentences in this activity. Ask them how to do it. Give them some strategies to do the exercise (e.g. reading the sentences, underlining the key words, listening to the text paying attention to the key words, deciding if each sentence is true or false). - Play the recording twice for students to do Exercise 2. For a better class, ask students to take notes of the information to explain why a sentence is false. - Have students share their answers in pairs. - Invite some pairs to give their answers and confirm the correct ones. - Play the recording again if needed, stopping at the place where students find it difficult to hear. - For a better class, ask 282

Task 2: Prediction. (Ex. 1, p. 23, cont.) Teacher confirms the correct answers for their prediction. Answer key: Things mentioned in the listening text: bookshelf, desk, clock, window.

IC IA

To help students develop their skill of listening for specific information.

OF F

WhileListening

L IC IA

OF F

students to correct the false sentences.

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Audio script: My name‟s Mai. I live in a town house in Ha Noi. I live with my parents. There are six rooms in our house: a living room, a kitchen, two bedrooms, and two bathrooms. I love our living room best because it‟s bright. It‟s next to the kitchen. I have my own bedroom. It‟s small but beautiful. There‟s a bed, a desk, a chair, and a bookshelf. It also has a big window and a clock on the wall. I often read books in my bedroom.

Answer key: 1. F (There are three people.) 2. F (There are six rooms.) 3. T 4. T 5. F (She reads books.) * Retelling Invite one or two students 283

L Group work

5 mins

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Task 4: Summarize the information and talk about Mai’s room. - Students work in groups of four. - Teacher asks students to summarize the information in the listening tasks and talk about it. - Students can add more information based on their background knowledge. - Teacher goes round and helps if needed. * Necessary parts of an email - Show this sample email on the slide / on the board or give each student a handout with this sample.

To help students identify the form of an email.

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Pre-Writing

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Post-Listening To develop students‟ speaking skill, using the available information and their background knowledge.

IC IA

to briefly describe Mai‟s house, focusing on the type of house, the number of rooms and her favourite room.

- Ask them several questions: 1. How many parts are there in the email? (5 parts) 2. What is the subject of the email? Where can you find it? (My house – We can find it in the 284

5 mins T-Ss

ƠN

L IC IA

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“Subject line”) 3. What does An write about in the first paragraph of the email? (The introduction) 4. What does An write about in the second paragraph? (The subject(s) of the email) - Teacher can use the information in this box when explaining how to write an email to students.

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How to write email to friend? 1. In the subject line, write briefly, what the email is about. 2. Begin the email with a greeting (Dear/Hi/Hello). 3. The introduction is the first paragraph. Ask about his/her health, thank him/her for the previous email or write the reasons for the email, etc. 4. In the body, write the subject(s) of the email. Write each subject in a new paragraph. 5. The conclusion is 285

Y QU M KÈ DẠ Y

L 10 mins

T-Ss

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Task 5: Answer the questions. (Ex. 3, p. 23) - Tell students that now they are going to focus on the body of the email only. - Tell them that answering the guiding questions is one way to help them brainstorm as well as organise ideas for their writing. - Have students answer the questions individually, encouraging them to write the answers in full sentences. - Move around to offer help. - Invite some students to share their answers to the class. Comment on their answers.

ƠN

While-Writing To help students brainstorm ideas for their email.

IC IA

the last paragraph. Say goodbye, ask your friend to write back, etc.

Task 6: Write an email to Mira, your pen friend and tell her about your house. (Ex. 4, p. 23) - Ask students to write the body of their email individually. - Ask one or two students to write their email on the board.

286

Ss-Ss

2 mins

- Teacher asks students to exchange their textbooks to check their friends‟ writing.

IC IA

To peer check, cross check and final check students‟ writing.

ƠN

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Post-Writing

T-Ss

Consolidation To consoliTeacher asks students to date what talk about what they have students have learnt in the lesson. learnt in the lesson.

T-Ss

2 mins

T-Ss

1 min

To allow students finalize their emails after being checked by friends and the teacher.

Rewrite the email on the notebook.

DẠ Y

KÈ

Homework

- Teacher then gives feedback as a class discussion.

287

IC IA

Lesson 7: Looking back & Project

UNIT 2: MY HOUSE Lesson aim(s)

Materials (referenced)

ƠN

- Grade 6 textbook, Unit 2, Looking back & Project - Pictures, A0 paper - sachmem.vn

Anticipated difficulties 1. Students may have underdeveloped speaking, writing and co-operating skills when doing project.

Solutions

KÈ

2. Some students will excessively talk in the class.

DẠ Y

OF F

By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 2; - apply what they have learnt (vocabulary and grammar) into practice through a project.

288

IC IA

Date of teaching Unit 2: My house Lesson 7: Looking back & Project

Board Plan

Interaction

Time

* Brainstorming - Teacher divides the Group work class into 3 big groups. - Each group will be assigned a name. - Teacher asks students to brainstorm all words related to types of house, rooms and furniture. - The group having the most suitable and correct answers is the winner. Suggested answers: - Types of house: flat, town house, country house, stilt house, villa, cottage, farmhouse, bungalow,… 289

5 mins

M KÈ DẠ Y

To help students revise the vocabulary items they have learnt in the unit.

Procedure

Warm-up

Stage aim

Stage

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* Warm-up Brainstorming: Types of house, rooms and pieces of furniture. I. Looking back Task 1: Complete the second sentence with the correct possessive form. (Ex. 2, p. 24) Task 2: Make sentences using prepositions of place (Ex. 3, p. 24) Task 3: Write three sentences to describe your favorite room. (Ex. 4, p. 24) II. Project Strange houses Task 4: Survey Task 5: Presentation * Homework

L IC IA

OF F T-Ss

S Ss-Ss

DẠ Y

KÈ

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Looking back

- Rooms: hall, living room, bedroom, bathroom, kitchen, dining room, guest room, utility room,… - Furniture: chest of drawers, sink, fridge, dishwasher, cupboard, microwave, air conditioner, stool, armchair,… To help stuTask 1: Complete the dents revise second sentence with the possessive the correct possessive case. form. (Ex. 2, p. 24) - Have students say how to form the possessive form with proper names and singular nouns. - Ask students to do the exercise individually and then exchange their answers with a classmate. - Call on some students to write their answers on the board. Other Ss give comments. - Confirm the correct answers.

To help stu-

T-Ss Answer key: 1. teacher‟s 2. brother‟s 3. Elena‟s 4. grandfather‟s 5. Vy‟s Task 2: Make sentences using prepositions 290

16 mins

L IC IA

of place. (Ex. 3, p. 24) - Ask students to say the prepositions of place they have learnt. - Have students look at the pictures and do this exercise individually. Ask some students to write the sentences on the board. - Check students‟ answers. Answer key: 1. The cat is on the table. 2. The dog is in front of the kennel / doghouse. 3. The cat is between the bookshelf and the sofa. 4. The cat is behind the computer. 5. The girl is on the sofa. 6. The boy is next to the sofa. Task 3: Write three sentences to describe your favourite room. (Ex. 4, p. 24) - Ask one student what room in the house is his / her favourite. - Encourage him / her to say one or two sentences about it. - Have students write three sentences to describe their favourite room.

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dents revise the prepositions of place.

DẠ Y

KÈ

To help students revise the way to describe their favourite room using the prepositions of place.

291

QU M KÈ DẠ Y

L IC IA

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To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.

Project

- Remind students to use prepositions of place. - Students share their sentences with their partners. - Some students are asked to write their sentences on the board. - Teacher and other students give feedback. Task 4: Survey - Students work in groups. One student in each group asks other group members question “Which one would you like to live in? Why?” and fill the information in the following table.

- This student then summarises their group members‟ answers and reports the result to the whole class. Task 5: Presentation - Have students work in groups to draw their own strange house. - Ask them to practise describing their house in groups before tell292

Group work

20 mins

L IC IA

Homework

To consolidate what students have learnt in the lesson. To prepare for Prepare for the next lesthe next lesson: Unit 3 – Getting son. started.

T-Ss

3 mins

T-Ss

1 min

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Consolidation

ing the class about their house. - The class vote for the best strange house. Teacher asks students to talk about what they have learnt in the lesson.

* Pictures' source: From Internet

ƠN

UNIT 3: MY FRIENDS Lesson 1: Getting started

Lesson aim(s)

By the end of the lesson, students will be able to: - use lexical items about body parts and appearance; - describe people‟s appearance.

Language analysis Form 1. glasses (n)

Meaning things people wear when they have eyes‟ problems the parts under people‟s eyes

2. cheek (n)

the body part we use to stand on

KÈ

3. foot (n-s)/feet (n-p)

Materials (referenced)

DẠ Y

- Grade 6 textbook, Unit 3, Getting started - Picture and stickers, speaker - sachmem.vn

Anticipated difficulties

Solutions 293

Pronunciation /ˈɡlɑːsɪz/ /tʃiːk/ /fʊt/ - /fiːt/

IC IA

Prepare some handouts on vocabulary and structures to describe people‟s appearance.

- Play the recording many times if necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

DẠ Y

KÈ

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1. Students may be lack of knowledge about body parts and structures to describe people‟s appearance. 2. Students may have underdeveloped listening, speaking and cooperating skills.

294

IC IA

Date of teaching Unit 3: My friends Lesson 1: Getting started

Board Plan

Procedure

To review on * Listen and do along people‟s - Teacher plays the song on body parts, speakers. recall stu- Teacher and students sing dents vocabalong and point at the menulary. tioned body parts in the song lyrics. Do 2-3 times and make it faster each time. Link: https://www.youtube.com/wa tch?v=YGi3f_fHIzg Lyrics: Body body bop bop! Body bop bop! Body body bop bop! Body bop bop!

DẠ Y

KÈ

Warm-up

Stage aim

Stage

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* Warm-up The body part song I. Vocabulary 1. glasses (n) 2. cheek (n) 3. foot/feet (n) II. Getting started Task 1: Teacher draws students‟ attention to the picture in the textbook and asks them questions about the picture. Task 2: Listen to the conversation and check the prediction. (p. 26) Task 3: Listen to the conversations again and work in pairs to do Ex. 2. Task 4: Show a picture – stickers  do Ex. 3 Task 5: Work in groups of 3-4 to do Ex. 4 III. Production Task 6: Game: Describe and guess * Homework

295

Interaction Time T-Ss

5 mins

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Body body bop bop! Body bop bop!

IC IA

Wash your head. Wash your shoulders. Body body bop bop bop! Wash your tummy. Wash your bottom. Body body body body bop!

ƠN

Touch your eyes. Touch your nose. Body body bop bop bop! Touch your mouth. Touch your ears. Body body body body bop!

Body body bop bop! Body bop bop! Body body bop bop! Body bop bop!

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Wiggle your arms. Wiggle your legs. Body body bop bop bop! Wiggle your fingers. Wiggle your toes. Body body body body bop! Body body bop bop! Body bop bop! Shake your elbows. Shake your knees. Body body bop bop bop! Shake your hands. Shake your feet. Body body body body bop! Body body! Body body body body! 296

To lead in the topic.

Task 1: Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture: 1. What are Phong and Nam doing? 2. What is Phong favourite magazine? 3. Who do Phong and Nam see? 4. Where are the two girls going? Suggested answers: 1. They are having a picnic. 2. It‟s … 3. They see … 4. They are going to …

T-Ss

3 mins

ƠN

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Lead in

IC IA

Bop bop bop!

M KÈ DẠ Y

VOCABULARY - Teacher introduces the vocabulary by: + showing the pictures illustrating the words + providing the synonym or antonym of the words + providing the definition of the words 1. glasses (n): [picture] 2. cheek (n): [picture] 3. foot-feet (n): [picture]

Presentation (Vocabpre-teach)

297

T-Ss

5 mins

Pair work

T-Ss

Y QU M KÈ DẠ Y

- Teacher has students go to the board to stick the right 298

20 mins

T-Ss

ƠN

To practice using the targeted vocabulary.

Task 2: Listen to the conversation and check the prediction. (p. 26) - Teacher plays the recording, asks students to underline the words they have learnt in the vocabulary part. - Teacher can play the recording more than once. - Students listen and read. Task 3: Listen to the conversations again and work in pairs to do Ex. 2. - Students work in pairs. - Teacher asks students to share their answers before discussing as a class. - Teacher asks students to explain where they can find the answer. Answer key: 1. picnic 2. favourite magazine 3. Mai and Chau 4. glasses; long black hair 5. are going to Task 4: Show a picture – stickers  do Ex. 3.

IC IA

To practice the targeted language (adjectives) and the background knowledge.

OF F

Practice

T- Ss

T-Ss

ƠN

Y QU M KÈ DẠ Y

299

IC IA

OF F

stickers with the body part names to the right place on the picture. - Students work independently to do Ex. 3 - Teacher asks students to give out more names of body parts that they have known. Answer key: 1. eye 2. nose 3. shoulder 4. hand 5. leg 6. foot 7. arm 8. mouth 9. cheek 10. hair Task 5: Work in groups of 3-4 to do Ex. 4. - Students can work in groups to complete this task. - Teacher introduces examples and structures for students to make sentences to describe a friend. Answer key: 1. Long/short: hair, arms, legs, fingers, … Ex: She has long hair. 2. Big/small: nose, eye, hand, feet, mouth, … Ex: She has big eyes. 3. Hair: blonde, curly, wavy, straight, short, long, dark, … Ex: He has short curly hair.

Group work

8 mins Group work

Task 6: Game: Describe and guess. Work in groups, take turns to describe a classmate. Other group members guess who he/she is. Suggested answers: - She has glasses, she has long black hair. - Is she Mai? - No, she isn‟t. She has a small nose. - Is she Lan? - Yes, she is.

IC IA

To use the vocaburaly and structure in real life context.

OF F

Production

Write some sentences to describe at least 3 classmates.

3 mins

T-Ss

1 min

To prepare vocabulary for the next lesson: A closer look 1.

T-Ss

Homework

ƠN

Consolidation To consoli- Teacher asks students to talk date what about what they have learnt students in the lesson. have learnt in the lesson.

UNIT 3: MY FRIENDS

KÈ

Lesson aim(s)

Lesson 2: A closer look 1

DẠ Y

By the end of the lesson, students will be able to: - use vocabulary and structures about body parts, appearance and personality; - pronounce correctly the sound /p/ and /b/ in isolation and in context. Language analysis Form 1. confident (adj)

Meaning believe in one‟s self 300

Pronunciation /ˈkɒnfɪd(ə)nt/

4. careful (adj) 5. creative (adj) 6. shy (adj) 7. kind (adj) 8. clever (adj)

- Grade 6 textbook, Unit 3, Getting started - Speakers - sachmem.vn

/kriˈeɪtɪv/ /ʃaɪ/ /kaɪnd/ /ˈklevə(r)/

ƠN

Solutions Prepare some antonyms so that students can guess correctly the meaning of the new vocabulary. - Play the recording many times if necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

Anticipated difficulties 1. Students may be lack of knowledge about personalities.

/ˈkeə(r)f(ə)l/

OF F

Materials (referenced)

/ˈkeərɪŋ/ /ˈæktɪv/

care about others full of energy always do things without mistakes have many interesting ideas = reserved >< confident >< cruel/evil, = good, caring = intelligent/smart

IC IA

2. caring (adj) 3. active (adj)

2. Students may have underdeveloped listening, speaking and co-operating skills.

Board Plan

Date of teaching Unit 3: My friends Lesson 2: A closer look 1

DẠ Y

KÈ

* Warm-up “Simon says” game I. Vocabulary 1. confident (adj) 2. caring (adj) 3. active (adj) 4. careful (adj) 5. creative (adj) 6. shy (adj) 7. kind (adj)

301

Stage aim

Procedure

Interaction

Time

Warm-up

To review on people‟s body parts, recall students vocabulary.

* “Simon says” game - Teacher explains the game rules: Students have to touch the body parts that teacher calls out. Who gets wrong action is out of the game. - Teacher starts all sentences with: “Simon says Touch your … “

T-Ss

5 mins

Lead in: How can we describe our friends’ personalities? Teacher asks students to say some personalities: Suggested answers: funny, active, lazy, hard-working,…

T-Ss

6 mins

To lead in the topic.

DẠ Y

KÈ

Lead in

ƠN

Stage

OF F

IC IA

8. clever (adj) Task 1: Matching. Students work in pairs to match the words with the correct pictures. Task 2: Read the descriptions and match with the correct words. Task 3: Game: Why do I love my friends? II. Pronunciation /b/ and /p/ Task 4: Pronunciation: /b/ vs /p/. Listen and repeat. Task 5: Practice the chant. III. Production Task 6: Game: “Up and down” * Homework

Task 1: Matching. Students work in pairs to match the words with the correct pictures:  Check 302

VOCABULARY - Teacher introduces the vocabulary by: + providing the synonym or antonym of the words + providing the definition of the words 1. confident (adj): [explanation] 2. caring (adj): [explanation] 3. active (adj): [explanation] 4. careful (adj): [explanation] 5. creative (adj): [explanation] 6. shy (adj): [antorym] 7. kind (adj): [explanation] 8. clever (adj): [synonym] - Teacher asks students to repeat and practice pronouncing the words.

KÈ

ƠN

Presentation (Vocabpre-teach)

DẠ Y

L IC IA

OF F

(Teacher can help students by describing the pictures.) Answer key: 1. c (caring) 2. e (active) 3. d (hard-working) 4. a (funny) 5. b (confident)

303

T-Ss

9 mins

15 mins

Task 2: Read the descriptions and match with the correct words. (p. 28) - Teacher asks students to work individually. - Then discuss with a partner. - Teacher checks and corrects (if needed). Answer key: 1. creative 2. kind 3. friendly 4. careful 5. clever

IC IA

To practice the targeted language (adjectives) and the background knowledge.

T-Ss

ƠN

OF F

Practice

DẠ Y

KÈ

Task 3: Game: Why do I love my friends? - Students work in groups. - Teacher asks students to write at least 2-3 personalities to describe each members. - Teacher asks students to read out, beginning with I love … because he/she is …, … and … Suggested answer: 1. I love Trang because she is kind, creative and funny. 2. I love Minh because he is smart, caring and friendly. 3. …

Practice

To help stu-

PRONUNCIATION 304

Group work T-Ss

L T-Ss

OF F

Task 4: Pronunciation: /b/ and /p/. Listen and repeat. Circle the words you hear. - Teacher has students lister to the recordings and stops to let students repeat each word. - Students work independently to circle the words they have listened.

IC IA

dents practice pronunciation the sound in words.

T-Ss Ss-Ss

To recognise the targeted vacabulary and sounds.

DẠ Y

KÈ

Production

ƠN

Task 5: Listen. Practice the chant. - Teacher plays the recording twice. - Students practice with a partner.

Task 6: Game: “Up and down” - Teacher explains the rules:  Round 1: Teacher says 1-15 personalities that students have learnt in the lesson. Students stand up for 305

7 mins T-Ss

To prepare vo- Do the exercises in the cabulary for the workbook. next lesson: A closer look 2.

DẠ Y

KÈ

Homework

Teacher asks students to talk about what they have learnt in the lesson.

ƠN

Consolidation To consolidate what students have learnt in the lesson.

L IC IA

OF F

the positive ones, sit down for the negative ones.  Round 2: Teacher says 1-15 words containing the sound /b/ and /p/. Students stand up for the ones with the “b” sound, sit down for “p” sound. - Students plays on groups.

306

Group work T-Ss

2 mins

T-Ss

1 min

UNIT 3: MY FRIENDS

IC IA

Lesson 3: A closer look 2 Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - use the present continuous to talk about things happening now; - ask about appearance and personality. Language analysis Form S + am/ is/ are + V-ing

Example She is playing basketball in the garden. They are not going to school at the moment. Are you having lunch? Why is he standing over there?

ƠN

S + am not/ isn‟t/ aren‟t + V-ing Am/ Is/ Are + S + V-ing? Wh + am/ is/ are + S + V-ing?

Materials (referenced)

- Grade 6 textbook, Unit 3, A closer look 2 - Pictures, sets of word cards - sachmem.vn

Anticipated difficulties 1. Students may lack knowledge and experiences about the topic.

DẠ Y

KÈ

2. Some students will excessively talk in the class.

Solutions Prepare some hand-outs in which key language of the key language of describing personalities. - Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

307

IC IA

Date of teaching Unit 3: My friends Lesson 3: A closer look 2

Board Plan

ƠN

OF F

* Warm-up Game: Sentence puzzling I. Grammar focus * Present continuous Task 1: Teacher explicits the forms. II. Practice Task 2: Put the verbs in the brackets in the present continuous. Task 3: Work in pairs. Make questions and answers from the given words and pictures. Task 3: Put the verbs into present simple or present continuous. Task 4: Mime game III. Production Task 5: Kahoot game * Homework

Stage aim

Procedure

Warm-up

To activate students‟ prior knowledge and vocabulary related to the targeted grammar of present continuous and to increase students interest.

* Game: Sentence puzzlings - Teacher divides the class into 4 groups. - Teacher delivers a set of word cards which are jumble sentences in present continuous to each group. - Students will have to work in groups to create as many correct sentences from the word cards as possible. - The group with more correct sentences will be the winner.

M KÈ DẠ Y

Interaction

308

Time 5 mins

Stage

Group work

L IC IA

OF F

Suggested answers: 1. She is learning Eng- now. lish 2. His dog is eating dinner. 3. Phong and Trang are talking. 4. Su- isn‟ playing san t the piano. 5. My parents are visit- me. ing

ƠN

To introduce Task 1: Teacher explictargeted its the forms. grammar of Teacher draws stupresent contindents‟ attention to the uous. form of the sentences created in the game ask them whether they know the target tense Teacher provides or confirms the answers and lead in the grammar focus of the lesson:

DẠ Y

KÈ

Lead in

309

T-Ss

5 mins

10 mins

Task 2: Put the verbs in the brackets in the present continuous. - Teacher has students complete Ex. 1 +2 (p. 29). - Teacher then asks students to exchange their textbooks to check their friends‟ answers. Answer key: Ex. 1: 1. is reading 2. are playing 3. isn‟t making 4. am going 5. are; talking Ex. 2: 1. Nam and Ba are not / aren‟t eating ice cream. 2. Lan and Trang are taking photos. 3. Ha is / Ha‟s writing a letter. 4. Duong and Hung are not / aren‟t playing badminton. 5. Phong is not / isn‟t drawing a picture.

IC IA

To help students get to know the use of present continuous.

T-Ss

Ss-Ss

To give students opportunities to use present continuous correctly in context.

DẠ Y

KÈ

Practice

ƠN

OF F

Presentation

Task 3: Work in pairs. Make questions and answers from the given words and pictures. (p. 30) - Teacher has students work on the exercise in pairs. - Teacher gives feedback as a class discus310

12 mins

Ss-Ss

T- Ss

To help students distinguish and use correctly present simple and present continuous.

DẠ Y

KÈ

Production

L IC IA Ss-Ss

ƠN

OF F

sion. Answer key: 1. Is your friend swimming? – Yes, he is. 2. Are they listening to music? – No, they aren‟t. (They‟re / They are having a picnic.) 3. Is Mi playing the piano? – No, she isn‟t. (She‟s / She is doing karate.) 4. Are they learning English? – Yes, they are. 5. Are your friends cycling to school? – No, they aren‟t. (They‟re / They are walking to school.) Task 4: Mime game: Take turns to mime different actions. Others guess what you are doing.

Task 5: Kahoot game. Choose the best option to complete the questions in the game. - Teacher prepares Ex. 4 (p. 30) to create questions in Kahoot game. - Teacher allows students to use their mobile devices to answer and interact with the 311

10 mins

T-Ss

DẠ Y

KÈ

ƠN

L IC IA

OF F

questions online. - Teacher gives clear instructions for students to fully understand how to play Kahoot game online.  Go to kahoot.it  Enter the game PIN  Type your nickname  Choose the best option for each question appearing on the screen  See who will be the winner - Teacher provides the game PIN and allows students‟ access to the game. - Students choose the best option for each question appearing on the screen. - Teacher gives complement or good mark to the winner of the game.

* Questions in the game: 1. My best friend (not walk) _______ to school every day. Sometimes she (cycle) _______. A. does not/ doesn‟t walk; cycles B. isn‟t/ isn‟t walking cycles 2. Look! What _______ he (play) _______? 312

L IC IA

ƠN

OF F

A. does he play B. is he playing 3. _______ your friends (study) _______ in the library every afternoon? A. Are your friends and you studying B. Do your friends and you study 4. I (write) _______ an email to my friend now. A. am writing B. write 5. He (not do) _______ his homework now. He (read) _______ A. doesn‟t do/ reads B. isn‟t doing/ is reading Answer key: 1. A 2. B 3. B 4. A 5. B

T-Ss

2 mins

T-Ss

1 min

KÈ

Consolidation To consolidate Teacher asks students to what students talk about what they have learnt in have learnt in the lesson. the lesson.

DẠ Y

Homework

Reactivate the Do Exercise 4, write the knowledge that answers on your notestudents have books. gained in the Kahoot game.

313

UNIT 3: MY FRIENDS

OF F

By the end of the lesson, students will be able to: - ask and answer about people‟s appearance and personalities; - practice to talk about people‟s appearance and personalities.

IC IA

Lesson aim(s)

Lesson 4: Communication

Language analysis Materials (referenced)

Anticipated difficulties 1. Students may lack knowledge of dates and months.

ƠN

- Grade 6 textbook, Unit 3, Communication - Pictures - sachmem.vn

2. Students may have underdeveloped reading, speaking and co-operating skills.

DẠ Y

KÈ

3. Some students will excessively talk in the class.

Solutions Provide students with information about dates and months. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

Board Plan

314

IC IA

Date of teaching Unit 3: My friends Lesson 4: Communication

Stage

Stage aim To introduce the topic.

Procedure

Interaction

* BINGO - Teacher asks students to make a table into their notebooks and fill in with different personalities.

DẠ Y

KÈ

Warm-up

ƠN

OF F

* Warm-up BINGO: Personalities vocabulary recall I. Everyday English Tell students that they are going to learn how to ask about appearance and personality. Task 1: Work in pairs to make similar dialogues about their best friend. III. Personalities Task 2: Puzzle reading. (Ex. 3, p. 31) Task 3: Read the descriptions in pairs and find out if they match your friend‟s personalities. Task 4: Discussion: Read the descriptions in 4. Share your opinion within a group. * Homework

active

clever

kind

…

- Teacher reads out loud 9 personalities. The student has a line of 3 can shout: BINGO. - Teacher checks the answer. 315

T-Ss

Tim e 5 mins

* EVERYDAY ENGLISH To introduce Task 1: Work in pairs question to ask to make similar diaabout people logues about their best appearance friend. and personali- - Play the recording for ties. students to listen and read the dialogue between Linda and Mi at the same time. - Ask students to pay attention to the highlighted questions. Elicit the structure to ask about appearance: * What does your best friend look like? and the structure to ask about personality * What’s she like? as well as the language used to answer these two questions. - Have students practise the dialogue in pairs.  Call some pairs to practise the dialogue in front of the class. Audio script: Linda: What does your best friend look like? Mi: She‟s short with long black hair. She has

M KÈ DẠ Y

316

1 mins

T-Ss

IC IA

Teacher leads students into the lesson by telling about what they are going to learn: “How to ask and answer about people‟s appearance and personalities”.

ƠN

Presentation

To lead in the lesson.

T-Ss

OF F

Lead in

15 mins

To practice talking about appearance and personalities.

DẠ Y

KÈ

Practice

L IC IA

ƠN

OF F

bright brown eyes. Linda: What‟s she like? Mi: She‟s very kind and creative. - Teacher ask students to work in pairs to make similar dialogues about their best friend, using the questions learnt. - Teacher moves around to observe and provide help if needed.  Call on some pairs to practise in front of the class. Suggested answer: - What does A look like? - He is tall and slim. He has short black hair. He has glasses. - What is he like? - He is hard-working and creative. He is kind, too. Task 2: Puzzle reading. (Ex. 3, p. 31) - Teacher ask students to work in groups. Each group reads about one friend only. - Have students give their answers and give the reasons for their answers. - Teacher writes the answers on the board to prepare for Activity 4. 317

8 mins Ss-Ss

T-Ss

L IC IA T-Ss

5 mins

OF F

To apply the knowledge about asking for people‟s appearance and personalities.

ƠN

Production

Answer key: - Vinh: clever, hard-working - John: creative, kind Task 3: Read the descriptions in pairs and find out if they match your friend’s personalities. - Teacher tell students that each person has a star sign, depending on his / her birthday, and the star sign may decide a person‟s personality. - Ask students to read the descriptions and check if they match the friends in Ex. 3. Students can refer to the answers to Activity 3 that have been written on the board. - Then teacher asks students to work in pairs and compare the descriptions. Task 4: Discussion: Read the descriptions in Ex. 4. Share your opinion within a group. - Students work in groups and read the descriptions in 4. They write down their ideas to complete the three sentences in the book. - Students work in

DẠ Y

KÈ

To help students get used to talking about people‟s appearance and personalities.

318

Ss-Ss 8 mins

Ss-Ss

To prepare for the project of Lesson 7.

Prepare a picture/ photo of your friend for Lesson 7.

ƠN NH Y QU M KÈ DẠ Y

319

Homework

IC IA

To consolidate what students have learnt in the lesson.

T-Ss T-Ss

OF F

Consolidation

groups to share their answers. - Teacher invites some students to share their opinion with the class. Teacher asks students to talk about what they have learnt in the lesson.

T-Ss

2 mins

1 min

UNIT 3: MY FRIENDS

IC IA

Lesson 5: Skills 1 Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - read for specific information about friends and summer camps; - talk about friends and summer camps. Language analysis

4. field trip (n)

ƠN

3. leadership (n)

Meaning the highest quality as good, correct, or accurate as it is possible to be the skill that allow a person to help and guide others a visit to a place that gives students the chance to study something in a real environment

Pronunciation /sʊˈpɜː(r)b/ /ˈpɜː(r)fekt/ /ˈliːdə(r)ʃɪp/ /fiːld trɪp/

Form 1. superb (adj) 2. perfect (adj)

Materials (referenced)

- Grade 6 textbook, Unit 3, Skills 1 - PP slides - sachmem.vn

Solutions

1. Students may be lack of knowledge about body parts and structures to describe people‟s appearance 2. Students may have underdeveloped listening, speaking and co-operating skills.

Prepare some handouts on vocabulary and structures to describe people‟s appearance. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

KÈ

Anticipated difficulties

DẠ Y

Board Plan

320

Date of teaching Unit 3: My friends Lesson 5: Skills 1

Warm-up

To activate students‟ knowledge of the topic in the reading text.

Procedure

Interaction Time

* Listen and do along - Teacher plays the song on speakers. - Teacher and students sing along and point at the mentioned body parts in the song lyrics. Do 2-3 times and make it faster each time.

T-Ss

5 mins

Task 1: Lead in questions: Look at the advertisement, discuss in pairs and answer. 1. Who is the superb summer camp for? 2. What can people do at this summer camp? Suggested answers:

T-Ss

3 mins

Stage aim

To lead in the topic.

DẠ Y

KÈ

Lead in

Stage

ƠN

OF F

IC IA

* Warm-up Listen and do along I. Vocabulary 1. superb (adj) 2. perfect (adj) 3. leadership (n) 4. field trip (n) II. Practice Task 1: Look at the advertisement, discuss in pairs and answer. Task 2: Explicit reading skills: Scan and Skim. Task 3: Read the email and decide the sentences T or F. Task 4: Work in groups and do Ex. 3. III. Production Task 5: Students to work in groups and share their opinions. * Homework

321

Pre-Reading

To practice the targeted language (adjectives) and the background knowledge.

VOCABULARY - Teacher introduces the vocabulary by: + showing the pictures illustrating the words. + providing the synonym or antonym of the words. + providing the definition of the words. 1. superb (adj) [explanation] 2. perfect (adj) [explanation] 3. leadership (n) [explanation] 4. field trip (n) [explanation]

L T-Ss

OF F

To provide students with some lexical items before reading the text.

5 mins

Task 2: Explicit reading skills: Scan and Skim. - Teacher explicits the targeted skills. - Teacher explains how to scan and skim and ask students to practice with the advertisement.

M KÈ DẠ Y

ƠN

Presentation (Vocabpre-teach)

IC IA

1. It‟s for kids between 10 and 15 years old. 2. They can play sports and games, draw pictures, play music, learn life skills, go on field trips, etc.

322

T-Ss

20 mins

L IC IA

Task 3: Read the email and decide the sentences T or F. - Ask students how to do the exercise. Instruct them to do the exercise if needed (e.g. reading the sentences, underlining the key words, locating the key words in the text, deciding whether the sentences are true or false). - Set a time limit for them to read the text and answer true or false. If it is false, ask them to correct it. Teacher ask students to note where they found the information that helped them complete the activity. - Have students work in pairs and compare their answers before having them discuss as a class. Ask students to support their answers with information from the text. Answer key: 1. F (They speak English only.) 2. F (He has three.) 3. F (Jimmy likes taking photos.) 4. T 5. T

T-Ss

ƠN

OF F

WhileReading

DẠ Y

KÈ

Post-Reading Pre-Speaking

Task 4: Work in groups and do Ex. 3. - Teacher has students look 323

Ss-Ss

ƠN

Y QU M KÈ DẠ Y

324

IC IA

T-Ss

OF F

at the advertisement for the Superb Summer Camp again and underline the requirements for the students if they want to join the camp (e.g. between 10 - 15 years old; ability to use English all the time, etc.) and the types of activity Ss can do at the camp. - Teacher asks students to read the information about the three students Mi, An and Vy. Instruct students to underline the features of each student and compare these with the information stated in the advertisement. - Teacher asks them to work in groups and decide if the Superb Summer Camp is suitable for these students and explain why. Invite students from different groups to share their answers. Suggested answers: 1. The camp is suitable for her because it suits her age and she can use English. She can also practise her creativity at the camp. 2. The camp does not seem to suit An. He may be too old for the camp and he can‟t speak English. 3. The camp suits Vy. It suits her age and it can

Group work

To provide an opportunity for students to practise speaking.

Task 5: Students to work in groups and share their opinions. - Teacher has students think about themselves and decide if the camp suits them. Encourage them to give the reasons for their answers. - Teacher asks students to work in groups and share their opinions. Move around to observe and provide help if needed. - Call on some Ss to share their answers. Suggested answers: - I think Superb summer camp is suitable for me because I‟m 12. - Superb summer camp is good for me because I want to speak English all the time. -…

8 mins

T-Ss

Ss-Ss

T-Ss

ƠN

OF F

Production

IC IA

help her improve her English.

KÈ

Consolidation To consolidate Teacher asks students to what students talk about what they have have learnt in learnt in the lesson. the lesson.

DẠ Y

Homework

To prepare Do exercises in the workvocabulary for book. the next lesson: Skills 2.

325

T-Ss

3 mins

T-Ss

1 min

UNIT 3: MY FRIENDS

IC IA

Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - listen for specific information about best friends; - write a diary entry about best friends. Materials (referenced)

2. Students may have underdeveloped listening, writing and co-operating skills.

DẠ Y

KÈ

3. Some students will excessively talk in the class.

Solutions

Prepare some hand-outs in which key language of the key language of describing people. - Play the recording many times if necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

1. Students may lack knowledge and experiences about the topic.

ƠN

- Grade 6 textbook, Unit 3, Skills 2 - Jumbled word cards - sachmem.vn Anticipated difficulties

Lesson 6: Skills 2

326

Board Plan

IC IA

Date of teaching Unit 3: My friends Lesson 6: Skills 2

ƠN

OF F

* Warm-up Game: Jumble words I. Listening Task 1: Look at the pictures. Guess the activity. Check as a class discussion. Task 2: Work in pairs. Note down to describe the two girls. Underline key words. Listen and find out who is Lan and Chi. Task 3: Listen again and fill in the blanks. II. Writing Task 4: Work in pairs. Ask and answer about your best friend. Task 5: Write a diary entry about your best friend. Cross check. * Homework

Stage aim

Procedure

Warm-up

To review the vocabulary.

* Game: Jumbled words - Teacher sticks some jumbled words onto the board. - Students raise hands to answer.

DẠ Y

KÈ

Stage

TACIEV

LFIEDRNY

UNFNY RCUFEAL TOFCNDITEN

Answer key: 1. ACTIVE 2. FRIENDLY 3. FUNNY 4. CAREFUL 5. CONFIDENT

327

Interaction Time T-Ss

5 mins

WhileListening

To develop students listening skills.

Task 2: Work in pairs. Note down to describe the two girls. Underline keywords. Listen and find out who is Lan and Chi. *Descriptions - Teacher asks students to look at the pictures and note down some descriptions about the 2 girls. - Teacher asks students to underline the keywords  Tell students to pay attention to the key words while listening. * Listen and decide who is Lan and Chi - Teacher plays the recording. - Teacher asks students to listen and choose the an-

T-Ss

6 mins

Task 1: Look at the pictures. Guess the activity. Check as a class discussion. - Teacher tells students to look at the pictures and guess what they are doing. - Teacher plays the recording. Students listen and check their predictions. Answer key: a. They are talking. b. They are playing football. c. They are walking.

IC IA

To help students recall knowledge of present continuous.

ƠN

OF F

Pre-Listening

Y QU M KÈ DẠ Y

To help students develop listening skill for specific information.

10 mins

328

T-Ss

Task 3: Listen again and fill in the blanks. - Teacher asks students to read the questions carefully and determine what information they need to fill the gaps (numbers, words). - Teacher plays the recording for students to fill the gaps. - Teacher asks them to swap their answers in pairs before checking their answers as a class. Answer key: 1. 6A 2. black; mouth 3. friendly 4. big 5. kind Audio script: Mi: My best friend is Quyen. She studies with me in class 6A. She‟s tall

DẠ Y

KÈ

To help students develop listening skill for specific information (gap-filling).

L IC IA

ƠN

OF F

swers. - Teacher asks students to compare their answers with the prediction made previously. - Teacher checks students‟ answers as a class. Answer key: - Lan is the girl wearing a red and white jacket and a red cap. - Chi is the girl wearing a white T-shirt and a blue skirt.

329

T-Ss

To develop students‟ speaking skill, using the available information and their background knowledge.

* Talk about your friends: - Students work in groups of 3. - Teacher asks students to say 2 words about appearance and personalities of the other 2 members and ask them if they think it is true about them. - Students can add more information based on their background knowledge. - Teacher goes around and helps if needed.

L IC IA 5 mins Group work

DẠ Y

KÈ

Post-Listening

ƠN

OF F

and slim. She has short black hair and a small mouth. She‟s very active and friendly. She likes playing sports and has many friends. Look, she‟s playing football over there! Minh: Chi is my best friend. We‟re in class 6B. She‟s short with long black hair and a big nose. I like her because she‟s kind to me. She helps me with my English. She‟s also hard-working. She always does her homework before class. Look, she‟s going to the library.

Pre-Writing

To help stuTask 4: Work in pairs. dents talk Ask and answer about about a friend. your best friend. - Teacher asks students 330

5 mins Pair work

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Task 5: Write a diary entry about your best friend. Cross check. - Ask students to write the diary entry individually. - Ask one or two students to write their entry on the board. - Other students and teacher comment on the entries on the board.

L IC IA T-Ss

Ss-Ss

To peer check, - Teacher asks students to cross check exchange their textand final books to check their check stufriends‟ writing. dents‟ writing. - Teacher then gives feedback as a class discussion.

Ss-Ss

To consolidate Teacher asks students to what students talk about what they have have learnt in learnt in the lesson. the lesson.

T-Ss

2 mins

To allow stu- Rewrite the diary entry in dents finalize the notebook. their postcards after being checked by friends and the teacher.

T-Ss

1 min

KÈ

Consolidation

DẠ Y

Homework

10 mins

Post-Writing

To teach students how to write a diary entry about a friend.

While-Writing

OF F

to work in pairs. - Teacher asks students to take short notes of the answers for later use. - Teacher goes around and helps if needed. Suggested answers: 1. His/Her name is … 2. He/She is… 3. …

331

2 mins

T-Ss

DẠ Y

332

KÈ Y

QU ƠN

IC IA

OF F

IC IA

Lesson 7: Looking back & Project

UNIT 3: MY FRIENDS Lesson aim(s)

Materials (referenced)

ƠN

- Grade 6 textbook, Unit 3, Looking back & Project - Colours and pens, worksheets - sachmem.vn

OF F

By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 3; - apply what they have learnt (vocabulary and grammar) into practice through a project.

Solutions

Anticipated difficulties

- Define expectation in explicit detail. Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

DẠ Y

KÈ

2. Some students will excessively talk in the class.

1. Students may have underde- Encourage students to work in pairs, in veloped speaking, writing and groups so that they can help each other. co-operating skills when do- Provide feedback and help if necessary. ing project.

Board Plan

333

IC IA

Date of teaching Unit 3: My friends Lesson 7: Looking back & Project

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* Warm-up Brainstorming: adjectives to describe people. I. Looking back Task 1: Choose the best options to complete the sentences. (Ex. 1, p. 34) Task 2: Game: Lucky Numbers. (Ex. 2, p. 34) Task 3: Put the verbs in the brackets in correct forms. (Ex. 3-4, p. 34) II. Project My class year-book * Homework

Stage aim

Procedure

Warm-up

To revise the vocabulary related to the topic and lead in the next part of the lesson.

* Brainstorming: - Teacher divides the board, and divides the class into 2 big groups. - Each group will be assigned a category: APPEARANCE & PERSONALITIES - Teacher asks students to brainstorm all adjectives related to people‟s appearance and personalities. - The group having the most suitable answers is the winner. Suggested answers: - Appearance: tall, short, beautiful, smart, … - Personalities: confident, careful, clever, funny, …

DẠ Y

KÈ

Stage

334

Interaction Group work

Tim e 5 mins

16 mins S

Ss-Ss

ƠN

T-Ss

DẠ Y

KÈ

Task 2: Game: Lucky Numbers. (Ex. 2, p. 34) - Teacher divides the class into 2 groups. - Teacher asks students to choose the number and answer the questions quickly in 3 seconds. - If students choose the lucky number, they don‟t have to answer. 1 2 3 4 5 6 1. Who has long hair in your class? 2. Who has a small nose? 3. Who has a round face? 4. Does the classmate next to you have long 335

Task 1: Choose the best options to complete the sentences. (Ex. 1, p. 34) - Teacher encourages students to complete the task individually. - Students exchange their textbook to discuss the reasons why they are choosing the appropriate adjectives. - Teacher gives feedback as a class discussion. Answer key: 1. B 2. A 3. C 4. A 5. C

IC IA

To help students revise the adjectives describing people.

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Looking back

Group work

Task 3: Put the verbs in the brackets in correct forms. (Ex. 3-4, p. 34) - Teacher has students complete the task individually. - Students exchange their textbooks to discuss the reasons about their choices. - Students should record their original answers to guide their selfassessment later. - Teacher gives feedback as a class discussion.

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To help students revise present tenses in context

IC IA

hair? 5. Does the classmate next to you have big eyes? 6. LUCKY NUMBER

ƠN

Ss-Ss

T-Ss

DẠ Y

KÈ

Answer key: Ex. 3: 1. are running 2. are talking 3. are not talking / aren‟t talking 4. are drawing 5. is not teaching / isn‟t teaching Ex. 4: 1. are you doing; am writing / ‟m writing 2. cycles; don‟t cycle; walk 3. Is he doing; is reading / ‟s reading

Project

To allow stu-

* My class yearbook: 336

T-Ss

mins

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IC IA

dents to apply what they have learnt (vocabulary and grammar) into practice through a project.

KÈ

ƠN

- Teacher sets the context and asks students to bring a photo of his/her friend to class. - Teacher asks students to write a draft (using the clues)

DẠ Y

Consolidation

To consolidate what students have learnt in the lesson.

- Teacher checks and sets time for students to make a year-book page. - Teacher gives comments and feedback. Teacher asks students to talk about what they have learnt in the lesson.

337

T-Ss

3 mins

Prepare for the next lesson: Read Review 1.

T-Ss

1 min

To prepare for the next lesson.

IC IA

Homework

UNIT 4: MY NEIGHBOURHOOD

OF F

Lesson 1: Getting started – Lost in the old town! Lesson aim(s)

ƠN

By the end of the lesson, students will be able to: - use the lexical items related to the topic My neighbourhood; - use the vocabularies and structures to talk about different places and show directions to these. Language analysis

Meaning the area that you are in or the area near a particular place when you cannot find the way or don‟t know where you are in a neighbourhood

2. to be/get lost

/tuˈbɪ/ /get lost/

Materials (referenced)

Pronunciation /ˈneɪbəhʊd/

Form 1. neighbourhood (n)

- Grade 6 textbook, Unit 4, Getting started - Pictures, maps and CD player - sachmem.vn

DẠ Y

KÈ

Anticipated difficulties 1. Students may lack knowledge and experiences about the topic.

2. Teacher should get some general knowledge of Hoi An

Solutions - Prepare some hand-outs in which provide the key language of giving directions. - The UNESCO-listed Hoi An (Hội An) Ancient Town is known as one of the most charming and atmospheric towns in Vietnam. Located on the bank of the Thu Bon River, this well-preserved town reflects a harmonizing fusion of both indigenous and foreign cultures that have combined to create this unique heritage site. From 15th to 19th century, Hoi An used to 338

be an important trading port which attracted number of merchants from different countries to settle here. - Tan Ky (Tấn Ký) House was built in 1741. It is the place where 7 generations of Le family have lived. The name “Tan Ky” was used by Mr. Le Tan Ky (the second generation). At that time, this house was used to trade agricultural products. The front of the house is Nguyen Thai Hoc Street while the back is Bach Dang Street facing Hoai River. At that time, Hoi An was still a busy international trading port with many Japanese, Chinese and Western merchant ships. Therefore, the location of the house is convenient for trading goods.

OF F

IC IA

and Tan Ky House.

ƠN

Board Plan

Date of teaching UNIT 4: MY NEIGHBOURHOOD Lesson 1: Getting Started – Lost in the old town!

Stage aim

KÈ

Stage

* Warm-up Chitchatting I. Vocabulary: 1. neighbourhood (n): vùng lân cận 2. to be/ get lost: bị lạc II. Practice: Task 1: Listen and put the actions in order. Task 2: Find the way to make suggestions. Task 3: Read the conversation, find and underline the following directions. Task 4: Match these directions with the diagrams. III. Production * Homework:

DẠ Y

Warm-up

To set the context for the listening and reading text.

Procedure * Chitchatting: - Teacher shows some images of Hoi An on the screen and asks students some open questions: “Do you know where it is?” 339

Interaction T-Ss Ss-Ss

Time 5 mins

ƠN

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IC IA

“Have you ever been to Hoi An?” “Do you remember anything special in Hoi An?”

To introduce the topic of the unit.

To lead in the topic Lost in the old town.

Today we are going to travel around Hoi An; before we start the lesson, let‟s get some vocabulary first.

T-Ss

2 mins

Presentation (Vocabpre-teach)

To introduce the new words.

* Vocabulary: Teacher introduces the vocabulary: 1. neighbourhood (n): vùng lân cận (explanation) 2. to be/get lost: bị lạc (situation)

T-Ss

5 mins

Practice

To practice the targeted language and the background knowledge of my neighbourhood.

KÈ

DẠ Y

Lead in

Task 1: Listen and put the actions in order. Teacher sets the context for the listening and reading “Today we‟ll meet 3 students. They are Nick, Phong and Khang. Let‟s look at the 340

15 mins T-Ss

L IC IA

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picture and answer some questions: 1. What are Nick, Phong and Khang doing? 2. Where are they? 3. What might be happening to them? 4. Have you ever got lost? 5. How did you feel? What did you do?

T-Ss

DẠ Y

KÈ

ƠN

- Teacher encourages students to share their experiences of being lost but teacher doesn‟t have to confirm the answers right or wrong. - Teacher asks student to get some prediction of the orderings. - Teacher plays the recording and asks the students to work independently to put a-e in order of what happens in the conservation. - Students listen and read and then do the ordering. - Teacher invites some pairs of students to read the dialogue aloud. Answer key: 1. b 2. c 3. d 4. e 5. d

To help stu341

Ss-Ss

T-Ss

IC IA

Task 2: How to make suggestions. Teacher asks students to look at the photos and the text in order to find the answers. - Students work independently. - Teacher allows students to share their answers before discussing as a class. Answer key: 1. Let‟s go to Chua Cau! 2. Shall we go there first? 3. First cross the road, and then turn left. 4. Fine, let‟s go. 5. Let‟s ask her.

OF F

dents know how to use let‟s and shall to make suggestions.

ƠN

Ss- Ss

Model sentences: Making suggestions Teacher asks: - Where do Phong, Nick and Khang go first? Who suggests going there? What does he say? Do Nick and Khang agree? What do they say? Teacher writes model sentences: - Shall we go there first? - OK, sure. * Check: - Use: When do you ask these questions? (when we want to

DẠ Y

KÈ

To help students know how to give directions through the conversation.

342

T-Ss

ƠN

L IC IA

OF F

make suggestions) - Meaning: What do these sentences mean? - Form: + Shall we + V? + Let‟s + V. Teacher can add 2 more ways to make suggestions + How about/ What about…? + Why don‟t we … ? - Ask students to work individually to find and underline the phrases used to give directions in the conversation. - Teacher may move around the class to check if students do exactly what is required and offer help when needed.

DẠ Y

KÈ

Production

To help stu-

- Have students quickly match each direction with the diagram. Check their answers 343

Ss-Ss

IC IA

as a class. If students do not understand the phrases, use the diagrams to work the meaning out from the context. If it is a weaker class, ask for translation to make sure they understand. With a stronger class, teacher may wish to ask some additional questions, e.g. Can you tell me the way to the post office near here?, etc. Answer key: 1. B 2. A 3. C 4. E 5. D

ƠN

OF F

dents practise giving directions.

DẠ Y

KÈ

Game: Find places - Demonstrate the game with a more able student. - Ask students to play the game in pairs. In a weaker class, work together with students first: asking about one or two different places on the map and eliciting the answers. Then when they know exactly what to do, ask them to work in pairs. Teacher may go around to observe and offer help if neces344

T-Ss

Pair work

L IC IA

ƠN

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sary. - Invite some pairs to perform in front of the class. This activity can be organized as a competition game. The class is divided into teams A and B. Team A gives directions and Team B guesses the place. If their guess is correct, they get one point. Then change roles. The group with more points is the winner. - If there is still enough time teacher can give students one more map-to-go.

DẠ Y

KÈ

Consolidation To consolidate what students have learnt in the lesson.

- Ask one or two students to tell the class what they have learnt. - Ask students to say aloud some words they remember from the lesson. If there is an overhead projector in the classroom, show the dialogue, highlight the key 345

T-Ss

2 mins

To prepare vo- Go to the Internet and cabularies for search for the places in the next lesson: the neighbourhood. A closer look 1.

T-Ss

DẠ Y

KÈ

ƠN

OF F

Homework

IC IA

words related to the topic.

346

1 min

UNIT 4: MY NEIGHBOURHOOD

IC IA

Lesson 2: A closer look 1 Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - use the lexical items related to the topic My neighbourhood; - use the vocabulary and structures to talk about and describe places in a neighbourhood; - pronounce and recognize the sounds /i/ and /i:/. Language analysis

Meaning an open area in a town, usually with four sides, surrounded by buildings the main church of a district, under the care of a bishop a place with one or more buildings and platforms where trains stop for people to get on or off having a lot of people or too many people quiet and calm; not worried or upset in any way new and intended to be different from traditional styles not interesting; making you feel tired and impatient

ƠN

Form 1. square (n) 2. cathedral (n)

3. railway station (n)

4. crowded (adj)

5. peaceful (adj) 6. modern (adj)

7. boring (adj)

KÈ

Materials (referenced)

DẠ Y

- Grade 6 textbook, Unit 6, A closer look 1 - Pictures and a video clip - sachmem.vn

Anticipated difficulties

Solutions

347

Pronunciation /skwer/ /kəˈθiːdrəl/

/ˈreɪlweɪsteɪʃən/ /ˈkraʊdɪd/ /ˈpiːsfl/ /ˈmɑːdərn/ /ˈbɔːrɪŋ/

Provide students with the meaning and pronunciation of some lexical items.

2. Students may have underdeveloped listening, speaking and cooperating skills.

- Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

IC IA

OF F

3. Some students will excessively talk in the class.

1. Students may lack knowledge about some lexical items.

Board Plan

ƠN

Date of teaching Unit 4: My neighbourhood Lesson 2: A closer look 1

DẠ Y

KÈ

* Warm-up Game: Jumbled Words I. Vocabulary: 1. square (n) 2. cathedral (n) 3. railway station (n) 4. crowded (adj) 5. peaceful (adj) 6. modern (adj) 7. boring (adj) Task 1: Match the places below with the pictures. Then listen, check and repeat the words. Task 2: Work in pairs. Ask and answer questions about where you live. Task 3: Work in groups. Ask and answer about your neighbourhood. You can use the adjectives below. II. Pronunciation: Task 4: Listen and repeat the words. Pay attention to the sound /i/ and /i:/. Task 5: Listen and practice the chant. Notice the sounds /i/ and /i:/. III. Production: Game: Tongue Twister * Homework Stage

Stage aim

Procedure

348

Interaction Time

5 mins T-Ss

ƠN

Y QU M KÈ DẠ Y

349

Game: Jumbled Words Topic: “Places” - Teacher divides students into 4 groups and models how to play this game. - Teacher shows one by one a mixed up set of letters and students have to unscramble the letters to find the correct word. - Teacher asks students to raise hands to give the correct names and spelling of the places - The fastest group raising their hands will get the chance to answer first. - Teacher gives 10 points for the group that gives the correct answers. - The group getting the highest points will be the winner. Answer key: 1. takmre: market 2. oslhoc: school 3. aiencm: cinema 4. knab: bank 5. metsakretup: supermarket 6. petmle: temple 7. qearsu: square 8. apoilths: hospital 9. rtoboekos: bookstore 10. arnuastetr: restaurant

IC IA

To activate students‟ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation.

Ss-Ss

OF F

Warm-up

VOCABULARY Teacher introduces the vocabulary by: - providing the synonym or antonym of the words; - providing the pictures or explanation of the words. 1. square (n) [picture] 2. cathedral (n) [picture] 3. railway station (n) [picture] 4. crowded (adj) [explanation] 5. peaceful (adj) [synonym] - quiet 6. modern (adj) [antonym] - historic 7. boring (adj) [antonym] - interesting

1 mins

IC IA

To teach students some places and adjectives describing ones in a neighbourhood.

T-Ss

OF F

Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to name and describe places in a neighbourhood and learn how to pronounce correctly two sounds /i/ and /i:/.”

T-Ss

5 mins

DẠ Y

Practice

KÈ

Presentation (Vocabpre-teach)

To lead in the lesson about vocabulary and pronunciation.

ƠN

Lead in

To help students name places in a neighbourhood.

* Check: Rub out and Remember Task 1: Match the places below with the pictures. Then listen, check and repeat the words. - Teacher asks students to match the places with 350

15 mins

T-Ss

ƠN

T-Ss

Task 2: Work in pairs. Ask and answer questions about where you live. - Teacher asks students to work in pairs to ask and answer questions about where they live. Remind them that they can use the places in 1 or any places they want to ask. - Teacher calls some pairs to practice in front of the class. - Teacher gives feedback and corrections (if necessary).

DẠ Y

KÈ

To help students practice asking and answering about places in a neighbourhood.

351

IC IA

Ss T-Ss

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the pictures. - Students do the task. - Teacher asks students to swap their books and mark in pairs. - Teacher plays the recording (Track 24) for students to listen and check their partner‟s answers. - Teacher plays the recording again with a pause after each item and asks them to repeat the words/ phrases chorally and individually. Answer key: 1. C 2. E 3. D 4. A 5. B

Pair work

Ss-Ss

T-Ss

To help stuPRONUNCIATION dents to identify - Teacher introduces 2 how to prosounds /i/ and /i:/ to stunounce the dents and lets them sounds /i/ and watch a video about /i:/. how to pronounce these two sounds and asks them to identify which sound is longer and which one is shorter. - Teacher asks students to give some words they know containing these sounds. Suggested answers: - /i/: chip, tin, ship, … - /i:/: cheap, teen, sheep, …

DẠ Y

KÈ

Presentation (Pre-teach the sounds /i/ and /i:/)

IC IA

Group work

T-S

OF F

Task 3: Work in groups. Ask and answer about your neighbourhood. You can use the adjective below. (p. 40) - Teacher models this activity with a more able student and remind students that they can use adjectives in the box or other adjectives they know to talk about their village, town, city. - Students work with their partners. - Teacher calls some pairs to practice in front of class - Teacher may ask other students to give comments.

ƠN

To revise the adjective students learnt in primary school and help them practice asking and answering about places in a neighbourhood.

352

Ss-Ss T-Ss

T- Ss

5 mins

Task 4: Listen and repeat the words. Pay attention to the sounds /i/ and /i:/. - Teacher asks students to practice the sound /i/ and /i/ together. - Teacher plays the recording and ask students to repeat - Teacher gets students to work in pairs and put the words in the correct column while they listen and call some pairs to write their answers on the board before checking their answers with the whole class. Answer key: /i/ noisy, exciting, expensive, friendly

IC IA

To help students identify and practice the /i/ and /i:/ sounds.

T-Ss

OF F

Practice

ƠN

Pair work

/i:/ clean, peaceful, convenient, cheap

DẠ Y

KÈ

Task 5: Listen and pracTo help tice the chant. Notice the students sounds /i/ and /i:/. practice the - Teacher asks students to sounds /i/ and listen while teacher /i:/ in sentences. plays the recording. - Teacher plays the recording again and ask students to chant along. - Teacher provides further practice by dividing the class into 2 groups. 353

T-Ss

Group work

5 mins

IC IA

To give stuGame: Tongue Twister dents chance to - Teacher shows the apply and make Tongue Twister and challenging asks students to practice what they have in groups of 4. learnt with 1. He took a chilly dip six more difficult feet deep in the sea. task. He says it keeps him fit. 2. He thinks he's slick in his sleek wheels meeting and greeting the elite. - Students practice in groups. - Teacher calls the representative from each group to say the sentences in front of the class. - Teacher asks each group to vote for the group which has the best pronunciation.

S-S

ƠN

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Production

- Teacher has groups sing alternate lines.

Teacher asks students to talk about what they have learnt in the lesson.

T-Ss

3 mins

Homework

Find 5 more words with the sound /i/ and 5 more words with the sound /i:/. Write them down and practice pronouncing the words.

T-Ss

1 min

Consolidation To consolidate what students have learnt in the lesson.

DẠ Y

KÈ

To revise what they have learnt.

354

UNIT 4: MY NEIGHBOURHOOD

IC IA

Comparative adjectives

Lesson 3: A closer look 2 Lesson aim(s)

OF F

By the end of the lesson, students can understand and use comparative adjectives to make sentences, dialogues. Language analysis Grammar Box: Comparative adjectives

Comparative

Rule

fast

faster

+ er

larger

noisier

y → ier

more modern

more + adj

more expensive

more + adj

one syllable

ƠN

Positive large noisy

two syllables

modern

Materials (referenced)

three or more syllables expensive * than is used to make comparisons.

- Grade 6 textbook, Unit 4, A closer look 2 - Pictures, sets of word cards - sachmem.vn

Anticipated difficulties

KÈ

1. Students may find hard to distinguish short and long adjectives.

DẠ Y

2. Some students will not get used to making sentences using the form of comparatives.

Solutions Prepare some adjective cards in groups, highlight the syllables in each adjectives, let students count the syllables. - Encourage students not to be afraid of making mistakes. - Correct them, lead them step-by-step. Practice makes perfect.

Board Plan

355

L IC IA

Date of teaching UNIT 4: MY NEIGHBOURHOOD Lesson 3: A closer look 2 Comparative adjectives

Stage aim

Procedure

Warm-up

To activate students‟ prior knowledge and vocabulary related to the targeted grammar of comparison.

* Game: Crossword - Teacher divides the class into 2 groups. - Teacher prepares the ppt for the crosswords, students take turn to answer the words - The one can get the key word wins the game.

DẠ Y

KÈ

Stage

ƠN

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* Warm-up Crossword I. Grammar focus: *Form *Use *Sign II. Practice: Task 1: Complete the sentences with the comparative form of the adjectives. Task 2: Use the correct form of the words in brackets to complete the letter. Task 3: Compare two neighbourhoods using the adjectives. Task 4: Compare life in the city with life in the country. * Homework:

CLEVER BUS–STOP TEMPLE PEACEFU L CATHEDRAL SQUARE NOISY EXPENSIVE CONVENIE NT MODERN

356

Interaction Time T-Ss Group work

5 mins

2 mins

T-Ss

IC IA

To introduce - Teacher asks students targeted gramhow the understand the mar of compari- key word COMPARIson. SON. - Choose two students of very different heights and ask them to stand up. Teacher asks the class: Who is taller? Indicate tall and taller with your hands and arms. Teacher may give another example, e.g. two rulers or desks: long – longer. Ask students to say what taller and longer are in Vietnamese. Teacher introduces the subject of the lesson: comparative adjectives, and asks for the equivalent in Vietnamese (Cấp so sánh hơn của tính từ). - Focus students‟ attention on comparative forms and explain the simplest ways to identify the number of syllables in an English word and give further examples or practice if necessary.

KÈ

ƠN

OF F

Lead in

DẠ Y

To help students practise using comparative adjectives.

Task 1: Complete the sentences with comparative form of the adjectives. - Ask students to read the instruction. Tell students what they should do. (With a weaker class, do the first sentence as an 357

15 mins

T-Ss Ss-Ss

L IC IA T-Ss

Ss-Ss

DẠ Y

KÈ

ƠN

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Presentation

example). Remind them to pay attention to the number of the syllables in each adjective. - Ask students to do the exercise individually and then compare their answers with a classmate. Check the answers as a class. Confirm the correct answers. “Now, let‟s do no.1 together then we can know how we write a sentence with comparative.” Answer key: 1. taller 2. noisier 3. bigger 4. more peaceful 5. more exciting  Leads-in: after doing Task 1, you can tell me the form of the comparison:  Form: - Short Adj: S + be + adj-ER + than + S‟. - Long Adj: S + be + MORE + adj + than + S‟.

 Use: We can use comparative adjectives to compare two people or things.  Sign: “than”

358

T-Ss

10 mins

IC IA

Task 2: Complete the letter using the correct form of the words. - Ask students to read the instruction. Tell students what they should do. - Ask students to read and complete the letter individually. Remind them to pay attention to the number of the syllables in each adjective. - Have students compare their answers in pairs before checking with the whole class. Confirm the correct answers. Answer key: 1. hotter 2. smaller 3. older 4. wider 5. more delicious 6. cheaper

KÈ DẠ Y

Task 3: Compare two neighbourhoods using the given adjectives. - Ask students to look at the pictures of the two neighbourhoods. Elicit the contrast between the things in the two neighbourhoods and the adjectives that can be used to describe them. - Ask students to write sentences, comparing the two neighbourhoods. Have students compare their sentences in pairs before

To give students further practice on using comparative adjectives.

Production

ƠN

OF F

To help students practise forming the correct comparative form of adjectives.

359

10 mins T-Ss

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Task 4: Work in groups and compare life in the city with life in the country. - Teacher use the Power Point screen to show the two pictures and asks students to work in groups to talk about the differences. - Encourage the students to use the adjectives in the textbook first and then they can broaden by adding more adjectives to describe.

IC IA

showing some students‟ sentences to the whole class. Ask students to give comments and correct any mistakes if possible.

DẠ Y

KÈ

ƠN

Group work

Consolidation To consolidate what students

Teacher asks students to talk about what they have 360

T-Ss

2 mins

NH Y QU M KÈ DẠ Y

OF F

To prepare for Do Exercise 3 and Exercise the next lesson - 4, write the answers on Communication. your notebook.

ƠN

Homework

learnt in the lesson. - Summarize the main points of the lesson. - Ask students to make sentences to compare people and things in their classroom, using comparative adjectives.

IC IA

have learnt in the lesson.

361

1 min

UNIT 4: MY NEIGHBOURHOOD

IC IA

Lesson aim(s)

ƠN

Materials (referenced) - Grade 6 textbook, Unit 4, Communication - Pictures - sachmem.vn

OF F

By the end of the lesson, students will be able to: - ask for and giving directions in a neighbourhood; - listen for sequence and for details; - create an audio guide for Ho Chi Minh City. Language analysis

Anticipated difficulties

Lesson 4: Communication

Solutions

Provide students with information about the landmarks they do not know.

2. Students may have underdeveloped reading, speaking and co-operating skills.

- Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

1. Students may lack knowledge about some landmarks.

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3. Some students will excessively talk in the class.

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Date of teaching Unit 4: My neighbourhood Lesson 4: Communication

Board Plan

To introduce the topic.

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Warm-up

Stage aim

Stage

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* Warm-up: Guessing game I. Everyday English: Asking for and giving directions Structure: 1. Could you tell me the way to …? 2. Where‟s the nearest …? 3. go along 4. on your left/ right 5. take the first turning Note: Use to ask for and give directions in a neighbourhood. Task 1: Listen and read the conversations. (p. 43) Task 2: Work in pairs. Make similar conversations to ask for and give directions to places near your school. II. An audio guide to a place: Task 3: Nick is listening to an audio guide to Hoi An. Listen and fill the blanks. (p. 43) Task 4: Look at the map below and create an audio guide for District 1 of Ho Chi Minh City. Task 5: Present your audio guide to your class. * Homework

Procedure

Interaction

Time

- Teacher divides the class into 2 groups and let them play a small game: Guessing game - Teacher gives 3 pictures related to Hoi An (one by one) and asks “Which city is this?”, students guess the name of the place and explain their guess.

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3 mins

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2 mins

- Teacher leads students into the lesson by asking students some questions: Have you ever been to Hoi An? What do you know about this place?  Today we are going to listen to a guide to Hoi An. Suggested answers: Yes, I have. I think Hoi An is an ancient town, it has Ong pagoda, Hoa Nhap workshop,…

IC IA

To lead in the lesson about vocabulary and pronunciation.

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Lead in

To introduce ways to ask for and give directions in English.

Task 1: Listening and expressing the strutures of giving directions. - Teacher plays the recording for students to listen and read the dialogue between A and B at the same time. Ask students to pay attention to the sentences and phrases used to ask for and give directions. - Teacher elicits the structures for directions 1. Could you tell me the way to …? 2. Where‟s the nearest …?

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Presentation

* EVERYDAY ENGLISH

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5 mins

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To practice ask- Task 1: Work in pairs. ing for and giv- Have students practice ing directions. the phrases and structures of asking for and giving directions. (p. 61) - Teacher asks students to work in pairs and take turns to practice the dialogue. - Students do the task in pairs. - Teacher calls some pairs to practise in front of the class. - Teacher gives feedback and corrections (if necessary).

Practice

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- Teachers elicit the phrases to give directions from students 1. go along 2. on your left/ right 3. take the first turning Audio script: A: Excuse me. Could you tell me the way to the cinema, please? B: Go along this street. It‟s on your left. A: Excuse me. Where‟s the nearest post office, please? B: Go out of the station. Take the first turning on the right.

To apply the knowledge about asking and giving di-

Task 2: Work in pairs. Make similar conversations to ask for and give directions to places 365

Pair work

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5 mins

Pair work

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near your school. - Teacher asks students to work in pairs to make similar conversations, using the structures and phrases for asking for and giving directions. - Encourage them to practice asking for and giving directions to some places near their school. - Move around to observe and provide help. - Call some pairs to practice in front of the class. - Comment on their performance.

* An audio guide to a place

Task 3: Nick is listening to an audio guide to Hoi An. Listen and fill in the blanks. (p. 43) - Teacher shows 4 pictures of 4 places mentioned in the recording. Students guess the order of their appearances (individually).

5 mins

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Name recogniz- To help stuing dents get used to some famous landmarks in big cities.

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rections in a neighbourhood.

a) Café 96 366

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b) Hoa Nhap Workshop

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c) Museum of Sa Huynh Culture

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d) Quan Cong Temple

- The whole class share their ideas. Teacher writes some students‟ ideas on the board to check later. - Teacher asks students to work in pairs, read the names in the boxes (make sure that they pronounce the names correctly) and write the correct name under the pictures of the pictures. - Students share the answer with the whole class. - Teacher checks and 367

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Pair work

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elicits from students any information they know about the pictures. Answer key: 1. Café 96 2. Hoa Nhap Workshop 3. Museum of Sa Huynh Culture 4. Quan Cong Temple

To help students practice creating an audio guide for Ho Chi Minh City.

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Understanding

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* Fill in the gaps - Students open their books, recall/ guess the words to fill in the blanks. - Play Track 37 again, students fill in the gaps (individually). - Students compare with a partner, then check together. Answer key: 1. straight 2. second 3. next to Task 4: Look at the map below and create an audio guide for District 1 of Ho Chi Minh City. (p. 43) - Teacher asks students to look carefully at the simplified map of Ho Chi Minh City .

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- Ask students to read the instructions carefully. - Ask students some questions to check if they know what they are supposed to do. - Remind them of the expressions they can use to give directions. Task 5: Present your audio guide to your class. (p. 43) - Have students to prepare their audio guide individually and then share it with a partner. - Have students practise presenting their audio guide in other pairs or in groups.

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Checking knowledge

To help students practice presenting their audio guide to Ho Chi Minh City to the class.

- Call some students to present their audio guides using the map to the whole class. - Ask some questions related to the audio guides students have 369

Group work

7 mins

To consolidate what students have learnt in the lesson.

Teacher asks students to talk about what they have learnt in the lesson.

Homework

To prepare for the next lesson: Skills 1.

Read Khang‟s blog and make notes about what you like or dislike about your neighbourhood.

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Consolidation

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presented. - Make comments and correct any mistakes if there are any.

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2 mins

1 min

UNIT 4: MY NEIGHBOURHOOD

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By the end of the lesson, students will be able to: - develop reading skill for general and specific information; - identify different features of a place; - use what they have learnt to talk about a city.

IC IA

Lesson aim(s)

Lesson 5: Skills 1

Language analysis

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1. ‘suburb (n): khu ngoại ô (note: usually plural) (synonym: the countryside) in the suburb of… 2. outdoor activity: hoạt động ngoài trời (example : play football, go camping, go fishing… where can do these activities?) 3. backyard (n): sân sau (explaination: the yard behind the house) 4. dislike (v): không thích (antonym: like, love…) 5. incredibly (adv): cực kz, một cách đáng kinh ngạc (synonym:very, extremely) 6. crowded (adj): đông đúc

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3. backyard (n)

2. outdoor activity (n)

4. dislike (v) 5. incredibly (adv)

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Meaning an area on the edge of a large town or city where people who work in the town or city often live the actions which can do outside the house a small space surrounded by walls a t the back of a house, usually with a hard surface to not like someone or something impossible, or very difficult to believe If a place is crowded, it is full of people

Form 1. suburb (n)

6. crowded (adj) Materials (referenced)

371

Pronunciation /ˈsʌbɜːb/

/ˈaʊtˌdɔːr/ /ækˈtɪvəti/ /ˌbækˈjɑːrd/

/dɪˈslaɪk/ /ɪnˈkredəbəl/ /ˈkraʊdɪd/

IC IA

- Grade 6 textbook, Unit 4, Skills 1 - Pictures, sets of words, lucky number game - sachmem.vn

Solutions Provide students with the meaning and pronunciation of words.

2. Students may have underdeveloped reading, speaking and co-operating skills.

3. Some students will excessively talk in the class.

- Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

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Anticipated difficulties 1. Students may lack knowledge about some lexical items.

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Date of teaching Unit 4: My neighbourhood Lesson 5: Skills 1

Board Plan

Stage

Stage aim To introduce the topic of reading.

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Warm-up

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* Warm-up Game: Miming II. Reading: * Vocabulary 1. suburb (n) 2. outdoor activity (n) 3. backyard (n) 4. dislike (v) 5. incredibly (adv) 6. crowded (a) Task 1: Read Khang‟s blog. Look at the words in the box, then find them in the text and underline them. What do they mean? Task 2: Read Khang‟s blog again and fill the table with the information. Task 3: Read Khang‟s blog again. Then answer the questions. II. Speaking: Task 4: Make notes about your neighbourbood. Think about what you like/ dislike about it. Task 5: Work in pairs. Ask and answer about what you like and dislike about your neighbourhood. * Homework Procedure

Interaction

Time

- Teacher divides the class into 2 groups and let them play small game: Miming. - Teacher asks one student to give the direction and the rest of the group will guess what the direction is, then the student who can guess the correct answer will do next. The group has more points, is the winner.

Group work

4 mins

373

Pre-Reading (Pre-teach vocabulary)

To provide students with some lexical items before reading the text.

- Teacher leads students into the lesson by asking students some questions: 1. Where do you think Khang‟s neighbourhood is? 2. What do you think about it? 3. What are there in the neighbourhood? 4. Do you like living there? Why?/ Why not?  You‟re going to read Khang‟s blog. Suggested answers: 4. In the countryside. 5. I think Khang‟s neighbourhood is very nice and peaceful. 6. There are a lot of trees, markets,... 7. Yes, I do. Because it is very peaceful.

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To lead in the lesson about Skills 1.

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Lead in

- Teacher checks pronunciation if necessary.

* VOCABULARY - Teacher introduces the vocabulary by:  Providing the synonym or antonym of the words;  Providing the pictures of the words;  Providing the definition of the words. 1. suburb (n): khu ngoại ô (note: usually plural) (Synonym: the countryside) in the suburb of….. 2. outdoor activity: hoạt 374

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7 mins

Task 1: Read Khang’s blog. Look at the words in the box, then find them in the text and underline them. What do they mean? - Teacher asks students to read the blog and underline the words in the box individually. - Then let them try to guess the meaning.

To develop reading skill for general and specific information.

L IC IA 15 mins

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WhileReading

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động ngoài trời (example: play football, go camping, go fishing… where can do these activities?) 3. backyard (n): sân sau (explaination: the yard behind the house) 4. dislike (v): không thích (antonym: like, love…) 5. incredibly (adv): cực kỳ, một cách đáng kinh ngạc (synonym: very, extremely) 6. crowded (a): explanation Checking: Matching

Task 2: Read Khang’s blog again and fill the table with the information. - Students read the text and answer the questions. - Students can compare their answers before discussing them as classwork. Like 375

Dislike

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- The streets are busy, crowded, and noisy during the day.

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- It‟s great for outdoor activities. - There‟s almost everything here. - Most houses have a backyard and a front yard. - People are incredibly friendly. - The food is very good.

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Task 3: Read Khang’s blog again. Then answer the questions. - Teacher asks students to go through the questions (1 – 4) to make sure that they understand them and know what information is being asked. - Students underline the key word(s) in each question to locate the answer in the reading text. Answer key: 1. It is in the suburb of Da Nang. 2. Because it has beautiful parks, sandy beaches and fine weather. 3. They are very friendly. 4. Because they are busy and crowded.

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Task 4: Make notes about your neighbourhood. Think about what you like/ dislike about it. - Teacher asks students to work in groups and allows each group to think what they like/ dislike in their neighbourhood. - Teacher asks students to discuss and make notes of the information they want to share with the class. - Teacher goes around and offers help if needed.

Group work

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Pre-Speaking To help students form the ideas for their speaking.

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Task 5: Work in pairs. Ask and answer about what you like and dislike about your neighbourhood. - Teacher invites some students to share their preparation and makes sure they speak in full sentences. - Students share their ideas with the whole class.

To help student use what they have learnt so far to talk about their neighbourhood.

To help students improve next time.

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PostSpeaking

WhileSpeaking

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Consolidation To consolidate what students have learnt in the lesson.

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5 mins

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- Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation. - Teacher gives feedback and comments.

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Teacher asks students to talk about what they have learnt in the lesson.

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2 mins

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1 min

To prepare for Teacher asks students to the next lesson: search for information Skills 2. about their neighbourhood.

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Homework

378

UNIT 4: MY NEIGHBOURHOOD

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By the end of the lesson, students will be able to: - listen for specific information about one‟s neighbourhood; - write a paragraph about one‟s neighbourhood.

IC IA

Lesson aim(s)

Lesson 6: Skills 2

Materials (referenced)

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- Grade 6 textbook, Unit 4, Skills 2 - Pictures - sachmem.vn

- Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

2. Students may have underdeveloped listening, writing and cooperating skills.

Anticipated difficulties Solutions 1. Students may lack knowledge and Prepare some hand-outs in which provide experiences about the topic. the key language of describing tourist attractions.

- Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

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3. Some students will excessively talk in the class.

Board Plan

379

Date of teaching Unit 4: My neighbourhood Lesson 6: Skills 2

To introduce about the destination in the listening.

Procedure

Interaction

Time

- Before starting this lesson, ask students about the content of the previous lesson. Teacher may ask students to describe Khang‟s neighbourhood again. - Teacher shows a picture and asks students where it is.

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2 mins

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Warm-up

Stage aim

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* Warm-up Short video: Introduce busy life in Ho Chi Minh City I. Listening: Task 1: True or False Prediction. Task 2: Listen and check. Task 3: Listen and do the gap-filling. II. Writing: Work in groups. Talk about what you like and dislike about your neighbourhood. Task 4: Write a paragraph about 50 words about your neighbourhood saying what you like and dislike about it. * Homework: Rewrite the paragraph in your notebook.

Suggested answers: Ho Chi Minh City

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Task 1: True or False Prediction. 1. Vy lives in the center of Ho Chi Minh City. 2. There is a big market near her house. 3. The streets are narrow. 4. The schools are far-away. 5. There are some factories near her neighbourhood. - Teacher asks students to go through the statements (1 – 5) to make sure that they understand them and know what information they have to catch for the answers. - Students underline the key word(s) in each statement and guess whether they are True or False individually.

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1 min

4 mins

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To help students brainstorm about destination in the talk.

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Pre-listening

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- Teacher draws students‟ attention to the conservation. “Do you remember Khang? “Where does he live?” (Da Nang). Today we are going to meet Khang again. He is talking with his friend Vy. Let‟s see what they are talking about.”

Lead in

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WhileListening

To help stuTask 2: Listen and check. dents develop - Teacher plays the recordlistening skill ing once or twice. for specific - Teacher asks students to information (T listen and tick the an/ F). swers. - Teacher asks students to 381

Group work

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10 mins

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Ss-Ss

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To help students develop their skill of listening for specific information.

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Pre-Writing

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compare their answers with the prediction made previously. - Teacher calls on some students to read aloud their answers and correct the false one(s). - Teacher checks students‟ answers as a class. Answer key: 1. F (Vy lives in the suburbs of HCMC.) 2. T 3. F (The streets are wide.) 4. T 5. T Lead-in I know that you can remember main content of the listening after doing Task 2. With the third listening, let‟s get some detail words for me… What does Vy like and dislike about HCMC? Task 3: Listen and do the gap-filling. - Ask students to study the phrases with the blanks carefully. Students may work in pairs to discuss the answers from the information they have listened. - Play the recording again and have students write the answers as they listen. Students can share their answers with their partners. 382

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Group work

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- With a weaker class, teacher may play the recording many times until students have written down all their answers. Call some students to write their answers on the board. - Play the recording again for students to check the answers. Teacher may pause at the sentences that include the information students need for their answers. Answer key: 1. art gallery 2. wide 3. friendly 4. far 5. crowded If there is time, invite one or two students to briefly describe Vy‟s neighbourhood, focusing on what she likes and dislikes about it. Leads in You can remember pretty well what Vy likes and dislikes about living in the suburbs of HCMC. Now it‟s your turn to talk about what you like and dislike about your city …

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While-Writing To provide students some ideas for the next writing activity.

Task 4: Write a paragraph about 50 words about your neighbourhood saying what you like and dislike about it. - Ask students to tick what 383

12 mins

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they like and don‟t like about their neighbourhood, and then ask them to share their answers with their partners. - Students may be required to count how many things they have in common with their partners. - Set up the writing activiTo teach stuty: Teacher reminds students how to dents that the first imwrite a paraportant thing is always to graph about think about what they are 50 words going to write. Students about a travel can use the ideas they attraction they have ticked in 3. Teacher know. asks students to brainstorm for the ideas and the language necessary for writing. Teacher may ask students to refer back to the reading for useful language and ideas, and write some useful expressions and language on the board. - Ask students to write the first draft individually. Then have them write their final version. Teacher may display all or some of the students‟ writings on the wall / notice board. Teacher and other students give comments. Students edit and revise their writing as homework. If time is limited, Teacher may ask students to write the final version 384

To peer check, - Teacher asks students to cross check exchange their textbooks and final to check their friends‟ check stuwriting. dents‟ writing. - Teacher then gives feedback as a class discussion.

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Post-Writing

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at home. - Teacher goes round and helps if needed. - Teacher can give some correction (typical mistakes).

To allow stu- Rewrite the paragraph in dents finalize your notebook. their paragraph after being checked by friends and the teacher.

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Homework

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Consolidation To consolidate Teacher asks students to what students talk about what they have have learnt in learnt in the lesson. the lesson.

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3 mins

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2 mins

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1 min

IC IA

Lesson 7: Looking back & Project

UNIT 4: MY NEIGHBOURHOOD Lesson aim(s)

Materials (referenced)

Solutions - Encourage students to work in pairs, in groups so that they can help each other - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practice. - Continue to define expectations in small chunks (before every activity).

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Anticipated difficulties 1. Students may have underdeveloped speaking, writing and cooperating skills when doing project. 2. Some students will excessively talk in the class.

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- Grade 6 textbook, Unit 4, Looking back & Project - Handouts, word cards - sachmem.vn

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By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 4; - apply what they have learnt (vocabularies and grammar) into practice through a project.

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Stage aim Procedure To revise the - Teacher shows a vocabularies reshort video about lated to the topic. travelling around Hanoi Old Quarter. - Teacher asks students to take note as many words about places as possible. - Teacher calls some students go to the board and rewrite the words. - Teacher checks the words and does correction if it‟s necessary. - Leads in: This is the last lesson of Unit 4, I want you to revise the topic My neighbour387

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Stage Warm-up

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* Warm-up Video: Hanoi Old Quarter I. Looking back: Task 1: Write the name for each picture. Task 2: Put the following adjectives in the correct column. Task 3: Write their comparative form in the table below. Task 4: Complete the sentences comparing the pictures. II. Project: MY MAP * Homework

IC IA

Date of teaching Unit 4: My neighbourhood Lesson 7: Looking back & Project

Board Plan

Interaction Group work

T - Ss

Time 5 mins

L 16 mins

IC IA

To help students revise the vocabulary about places in the neighbourhood.

Ss-Ss

T-Ss

To help students revise the vocabularies about long and short adjectives.

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Looking back

hood by doing some more exercises. Task 1: Write the name for each picture. - Teacher encourages students to complete the task individually. - Students exchange their textbooks to compare their answers together. - Teacher gives feedback to the whole class. Answer key: 1. temple 2. railway station 3. square 4. art gallery 5. cathedral

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To help students to make sentences using the comparative form.

Task 2: Put the following adjectives in the correct column. - Teacher encourages students to complete the task individually. - Students exchange their textbooks to discuss the reasons why they are choosing the appropriate words/ phrases. - Teacher gives 388

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Task 3: Write their comparative form in the table below. - Teacher encourages students to complete the task individually. - Student exchange their textbooks to discuss the reasons why they are choosing the appropriate words/phrases. - Teacher gives feedback as a class discussion. Answer key: faster more beautiful noisier more expensive hotter more exciting quieter heavier larger

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To help students revise the use of some/any in context.

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feedback as a class discussion. Answer key: 1. syllable: fast/ hot/ large/ quiet 2. syllables: heavy/ noisy 3. syllables: expensive/ beautiful/ exciting

Task 4: Complete 389

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the sentences comparing the pictures. - Students work individually. - Teacher asks students to look for clues in each sentence to decide which word to fill the blank. - Teacher asks students to swap their answers and check. - Teacher checks their answers as a class. Answer key: 1. noisier 2. more modern 3. more expensive 4. more peaceful This is to introduce students to another way of practising asking for and giving directions to the places in their neighbourhood.

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To allow students to apply what they have learnt (vocabularies and grammar) into practice through a project.

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Project

ACTIVITY 1 - Have each student draw a map of their neighbourhood with the names of at least ten places on their map. - Teacher may have students prepare 390

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20 mins

L IC IA Ss-Ss

To apply what they have learnt into practice through a project.

Prepare for the next lesson: Unit 5 – Lesson 1: Getting started.

3 mins

1 min

* Pictures' source: From Internet

Homework

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Consolidation

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their maps at home. ACTIVITY 2 Ask students to work in pairs, taking turns to ask for and give directions to the places on their maps. Go around and offer help if necessary. If there is time, have some pairs practise in front of the whole class. To consolidate Teacher asks stuwhat students dents to talk about have learnt in the what they have lesson. learnt in the lesson.

UNIT 5: NATURAL WONDERS OF VIET NAM Lesson aim(s)

Lesson 1: Getting started – Geography Club!

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By the end of the lesson, students will be able to: - identify the lexical items related to the topic Natural wonders of Viet Nam; - use the vocabulary and structures to describe wonders of Viet Nam.

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Language analysis Form 1. scenery (noun) 2. natural (adj) 3. wonders (noun)

Meaning the nautural features of an area not made by human something that fills you with surprise and 391

Pronunciation /ˈsiːnəri/ /ˈnætʃərəl/ /ˈwʌndəs/

Materials (referenced)

Students may not travel and have no idea of any natural wonders of Viet Nam.

Solution Prepare some short videos of Ha Long Bay, Ganh Da Dia, Son Doong Cave and other wonders of Viet Nam to show them.

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Anticipated difficulty

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- Grade 6 textbook, Unit 5, Getting started - Pictures and maps - sachmem.vn

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Board Plan

/əˈmeɪzɪŋ/ /ˈaɪlənd/

4. amazing (adj) 5. island (noun)

IC IA

admiration very good a piece of land that is completely surrounded by water

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Date of teaching Unit 5: Natural wonders of Viet Nam Lesson 1: Getting started

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* Warm-up I. Vocabulary: 1. scenery (noun): [picture] 2. natural (adj): [antonym] man-made 3. wonders (noun): [picture] 4. amazing (adj): [synonym] very good 5. island (noun): [picture] II. Practice: Task 1: Listen and read. (p. 48) Task 2: Complete the following sentences with the words from the box. (p. 49) Task 3: Listen and repeat the words, then label the pictures. (p. 49) Task 4: QUIZ: Work in groups. Choose the correct answer to each of the questions. (p. 49) * Homework

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Guess what's behind the boxes.

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Time

Interaction

5 mins

IC IA

- To set the context for the listening and reading text. - To introduce the topic of natural wonders of Viet Nam.

Procedure

- Teacher shows the colourful boxes on the screen, asks students to look closely, raise their hand to say what they can see behind the boxes aloud. - Teacher removes the boxes one by one and asks students to guess what is behind the boxes after each box has been removed until students can tell the teacher what it is. - The team who is the last one will lose the game.

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Warm-up

Stage aim

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Stage

To lead in the - Teacher draws students‟ topic of natural attention to the picture in wonders of Viet the textbook and asks Nam. them questions about the picture. 1. Who are they? 2. What are they looking at? 3. What are they talking about? Suggested answers:

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Lead in

394

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2 mins

Presentation (Vocabpre-teach)

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* VOCABULARY: Teacher introduces the vocabulary by: - showing the pictures illustrating the words; - providing the synonym or antonym of the words; - providing the definition of the words. 1. scenery (noun): [picture] 2. natural (adj): [antonym] man-made 3. wonders (noun): [picture] 4. amazing (adj): [synonym] very good 5. island (noun): [picture]

IC IA

1. They are Alice, Elena and Nick. 2. They are looking at some photos/ pictures. 3. They are talking about attractive places in Viet Nam.

scenery

395

5 mins

island

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Task 1: Listen and read. (p. 48) - Teacher sets the context for the listening and reading text by asking students some questions: o What places can you recognize from the photos on their tables?

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- To practice the targeted language and the background knowledge of things in nature.

Practice

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wonder

DẠ Y

KÈ

o Why are they attractive? etc. - Teacher encourages stu- To help students to give their andents identify swers, but do not conthe location of firm whether their anthe places swers are right or wrong. mentioned in - Teacher plays the rethe conversacording, asks students tion. underline the words they have learned in the vocabulary part. - Teacher plays the recording more than once if necessary. - Students listen and read. - Teacher nominates some 396

T-Ss

15 mins

IC IA

T-Ss

ƠN

T-Ss

M KÈ DẠ Y

Task 3: Listen and repeat the words, then label the pictures. (p. 49) - Teacher asks students to look at the words in the box, listen and repeat. - Teacher has students match the pictures with the appropriate words independently. - Teacher allows students 397

OF F

pairs of students to read the dialogue aloud. - To help stu- Teacher has students say dents focus on the words in the text that the use of lexthey have underlined. ical items to describe the Task 2: Complete the places. following sentences with the words from the box. (p. 49) - Teacher tells students to read the text again in order to find the words to complete the sentences independently. - Teacher allows students to share their answers before discussing as a class. - To help stu- Teacher nominates students visualdents to give answers ize some lexiand corrects them if neccal items reessary. lated to the Answer key: topic. 1. amazing 2. islands 3. scenery 4. natural 5. wonders

T-Ss

Task 4: QUIZ Work in groups. Choose the correct answer to each of the questions. (p. 49) - Teacher divides the class into groups of four or five and provides each group with a set of A and B signs. - Teacher gives students time to read the quiz carefully and choose the correct answers. - Then, teacher lets students randomly select a number on the screen to choose the question. - Students raise the correct signs of A or B choose the answer and say the answer aloud. - The quickest group gets 5 points for each correct answer.

To give students a fun time revising what they have learnt so far in the lesson and more quickly response the questions about natural wonders.

DẠ Y

KÈ

Production

L IC IA

ƠN

OF F

to share their answers before discussing as a class. - Teacher asks students to give answers and corrects them if necessary. Answer key: a. desert b. island c. cave d. river e. waterfall f. mountain g. forest h. beach

398

15 mins

T-Ss Group work

Go to the Internet and search for the information on your favourite natural wonder in Viet Nam and prepare a small talk between 1-2 minutes about it.

Y QU M KÈ DẠ Y

L T-Ss

OF F

To review and use the language of lexical items related to natural wonders.

Homework

Teacher asks students to talk about what they have learnt in the lesson.

ƠN

Consolidation To consolidate what students have learnt in the lesson.

IC IA

- At the end of the activity, 3 groups having the high points are the winners.

399

T-Ss

2 mins

1 min

UNIT 5: NATURAL WONDERS OF VIET NAM

IC IA

Lesson 2: A closer look 1 Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - use the lexical items related to the topic Natural wonders of Viet Nam; - use the vocabularies and structures to talk about famous natural places; - pronounce and recognize the sounds /t/ and /d/. Language analysis

5. suncream (n)

/ˈbækpæk/

6. scissors (n)

a large bag used to carry things on your back when going camping or walking a device for finding direction with a needle that can move easily a substance that is put on the skin to protect it from being burned by the Sun a device used for cutting materials such as paper, cloth, and hair, consisting of two sharp blades that are joined in the middle, and two handles with holes to put fingers through

ƠN

4. compass (n)

Pronunciation /ˈplɑːstər/

2. sleeping bag (nph) 3. backpack (n)

Meaning a small piece of sticky cloth or plastic used to cover a cut in the skin a large bag for sleeping in outside

Form 1. plaster (n)

Materials (referenced)

DẠ Y

KÈ

- Grade 6 textbook, Unit 5, A closer look 1 - Pictures and CDs - sachmem.vn

400

/ˈsliːpɪŋ bæɡ/

/ˈkʌmpəs/ /ˈsʌn kriːm/ /ˈsɪzəz/

Assumptions Solutions

1. Students may lack knowledge about some lexical items. 2. Students may have underdeveloped listening, speaking and co-operating skills.

Provide students with the meaning and pronunciation of some lexical items. - Play the recording as many times necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectations in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

IC IA

OF F

3. Some students will excessively talk in the class.

Anticipated difficulties

ƠN

Board Plan

Date of teaching Unit 5: Natural wonders of Viet Nam Lesson 2: A closer look 1

DẠ Y

KÈ

* Warm-up Name the travel items I. Vocabulary: 1. plaster (n) 2. sleeping bag (nph) 3. backpack (n) 4. compass (n) 5. suncream (n) 6. scissors (n) Task 1: Write a word under each picture. Practise saying the word. (p. 50) Task 2: Complete the following sentences. Use the words in 1. (p. 50) Task 3: Now put the items in order of usefulness. Number 1 is the most useful, number 6 is the least useful on holiday. (p. 50) II. Pronunciation: Task 4: Listen and repeat the words. (p. 51) Task 5: Listen and repeat. Pay attention to the bold-typed parts of the words. (p. 51) III. Production: * Whispering game * Homework Stage Stage aim Procedure Interaction Time

401

5 mins T-Ss

* Names the things needed for going camping: - Teacher asks students to work in groups of 6. - Teacher sets the context: “Next week, we are going camping in the forest. What should we bring?” - Teacher give all groups 3 minutes to write as many things as possible. - Teacher goes around the class to provide help (if necessary). - The group with the most correct answers will be the winner. Suggested answer: tent sleeping bag compass suncream mobile phone food water …

IC IA

To activate students‟ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation.

Ss-Ss

ƠN

OF F

Warm-up

Teacher leads students into the lesson by telling them that: “In today lesson, we are going to learn more travel items and two sounds /t/ and /d/.”

To teach students some adjectives describing a city.

VOCABULARY Teacher introduces the vocabulary by: - Providing the pictures of the words:

To lead in the lesson about vocabulary and pronunciation.

KÈ

Lead in

DẠ Y

Presentation (Vocabpre-teach)

402

T-Ss

2 mins

5 mins

ƠN

L IC IA

OF F

1. plaster (n): [picture] 2. sleeping bag (nph): [picture] 3. backpack (n): [picture] 4. compass (n): [picture] 5. suncream (n): [picture] 6. scissors (n): [picture]

plaster

DẠ Y

KÈ

suncream

403

IC IA

L ƠN

OF F

sleeping bag

scissors

DẠ Y

KÈ

backpack

compass

404

15 mins

Task 1: Write a word under each picture. Practise saying the words. (p. 50) - Teacher asks students to write the suitable word under each picture in 2 minutes. - Students do the task. - Teacher calls some students to give their answers. - Teacher gives feedback and corrections (if necessary). Answer key: 1. plaster 2. suncream 3. sleeping bag 4. scissors 5. backpack 6. compass

IC IA

To teach students some adjectives describing a city.

T-Ss

S T-Ss

ƠN

OF F

Practice

Pair work

DẠ Y

KÈ

To help students use the adjecTask 2: Complete the tives in Task 1 sentences with the words in a context. in task 1. (p. 50) - Teacher asks students to work in pairs and use the words in task 1 to complete the sentences. - Students work in pairs and do the task. - Teacher calls some pairs to share their answers with the whole class. - Teacher gives feedback and corrections (if necessary). Answer key: 1. compass 2. suncream 405

Ss-Ss

T-Ss

IC IA

Task 3: Now put the items in order of usefulness. Number 1 is the most useful, number 6 is the least useful on holiday. (p. 50) - Teacher asks students to work in groups of three. - Teacher gives students 3 minutes to discuss and put the item in the order of usefulness. - Teacher asks students to share their answers as a whole class. - Teacher gives corrections (if necessary).

T-Ss

Ss-Ss

ƠN

OF F

To teach students some words/ phrases related to a city.

3. sleeping bag 4. backpack 5. plaster

KÈ

T-Ss

DẠ Y

Presentation (Pre-teach the sounds /t/ and /d/.)

To help students PRONUNCIATION to identify how - Teacher introduces 2 to pronounce the sounds /t/ and /d/ to stusounds /t/ and dents and lets them /d/. watch a video about how to pronounce these two sounds. - Teacher asks students to 406

T-Ss

5 mins

OF F

To help students Task 4: Listen and reidentify and peat the words. (p. 51) practise the /t/ - Teacher asks students and /d/ sounds. listen to the recording for the first time. - Teacher asks students to listen and repeat the words for the second time. To help students practice the Task 5: Listen and resounds /t/ and peat. Pay attention to the /d/ in sentences. bold-typed parts of the words. (p. 51) - Teacher plays the recording for students to listen and asks students to repeat the sentences after they listen. - Teacher calls some students randomly to read the sentences and gives correction (if necessary).

5 mins

T-Ss

To give students * Game: Whispering chance to apply - Teacher divides the class what they have into 4 big groups and learnt. asks students to stand in four lines. - The member in the last place will make a sentence containing at least a word and a sound they

DẠ Y

KÈ

Production

ƠN

Practice

IC IA

give some words they know containing these sounds. Suggested answers: - /t/: plaster, tower, letter, desert, want - /d/: need, island, guide, holiday, pagoda

407

Group work

5 mins

L IC IA T-Ss

2 mins

To revise what Find 5 more words with they have learnt. the sound /t/ and 5 more words with the sound /d/. Write them down and practice pronouncing the words.

T-Ss

1 min

DẠ Y

KÈ

Homework

Teacher asks students to talk about what they have learnt in the lesson.

Consolidation To consolidate what students have learnt in the lesson.

ƠN

OF F

have learnt; then, whisper the sentence to the next member of the group. They will continue until the member in the first place and this member will say the sentence aloud. - The fastest group will win the game. Suggested sentences: 1. I must bring a plaster when going camping. 2. I want to visit a famous desert in the world. 3. He lives in a quiet island.

408

UNIT 5: NATURAL WONDERS OF VIET NAM

Lesson aim(s)

IC IA

Countable & uncountable nouns Modal verbs: must and musn‟t

Lesson 3: A closer look 2

OF F

By the end of the lesson, students will be better able to: - use countable nouns and uncountable nouns; - use quantifiers some, many, much, a few, a little with countable nouns and countable nouns; - use “must” and “mustn‟t” to make classroom rules.

ƠN

Language analysis

KÈ

Form Meaning - some, many, a few + - Countable nouns are for the people and things we can countable nouns count using numbers. Countable nouns can be singular: - some, much, a little a rock, an island ..., or plural: rocks, islands ... + uncoutable nouns - Uncountable nouns are for the things that we cannot count with numbers. They usually do not have a plural form: cream, chocolate ... - subject + must + - We use must to say that something is very necessary or base form very important. - subject + mustn’t + E.g. I must walk the dog when I get home. base form E.g. You must answer all of the questions. - We use mustn't to say that doing something is not allowed. E.g. Students mustn't take mobile phones into the exam room.

Materials (referenced)

DẠ Y

- Grade 6 textbook, Unit 5, A closer look 2 - Pictures, sets of word cards,… - sachmem.vn Anticipated difficulties

Solutions

409

IC IA

Show and explain by illustrating by pictures or short videos when native people using uncountable nouns.

- Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

OF F

1. Students may be confused because some English uncountable nouns are countable in Vietnamese, and vice versa. (E.g. rice) 2. Some students will excessively talk in the class.

Board Plan

ƠN

Date of teaching Unit 5: Natural wonders of Viet Nam Lesson 3: A closer look 2

KÈ

* Warm-up Game: Unscrambled words I. Grammar: 1. uncountable nouns don't have a plural form: cream, chocolate,... countable nouns can be singular: a rock, an island ..., or plural: rocks, islands... 2. some/ many/ a few + countable nouns some/ much/ a little + uncountable nouns 3. subject + must + base form subject + mustn‟t + base form II. Practice: Task 1: Is the underlined noun countable or uncountable? Write C (countable) or U (uncountable). (p. 51) Task 2: Choose the correct option for each sentence. (p. 52) Task 3: Fill each blank with must or mustn‟t. (p. 52) Task 4: Making classroom rules. * Homework: Exercise 3 (p. 52)

DẠ Y

Stage

Warm-up

Stage aim To put students into

Procedure * Game: Unscrambled words 410

Interaction

Tim e 4 mins

T-Ss

IC IA

- Teacher divides the class into groups of 3-6 students. - Teacher delivers a set of unscrambled words which are some countable and uncountable nouns to each group. - Students will have to work in groups to solve the quiz. - The group with more correct sentences will be the winner. Answer key: 1. cream 5. juice 2. rock 6. butter 3. island 7. backpack 4. rice 8. plaster

Ss-Ss

To get stu- Teacher writes on the dents interboard 2 phrases “Countaested and ble and Uncountable”. find out what - Teacher draws students‟ they have attention to the words finalready ished in the game and ask known. them whether they know the types of these words. - Teacher gives them the word cards and requires students to identify the category of each word. - Teacher provides or confirms the answers and lead in the grammar focus of the lesson: ⮚ The words “cream, rice, juice, butter” are uncountable nouns. ⮚ The words “rock, island, backpack, plaster” are

DẠ Y

KÈ

Lead in

ƠN

OF F

English mode; attentive, interested and ready to participate and prime the class for a new topic.

411

T-Ss

3 mins

L 6 mins

ƠN

OF F

1. Countable and Uncountable nouns: Task 1: Is the underlined noun countable or uncountable? Write C (countable) or U (uncountable). (p. 51) - Teacher has students complete the underlined activity individually. - Teacher then asks students to swap their textbooks to check their classmates‟ answers. Answer key: 1–C 2–U 3–U 4–C 5–U - Teacher draws students‟ attention to the underlined words and confirm the use of countable and uncountable nouns “Countable nouns are for the people and things we can count using numbers. Countable nouns can be singular." “Uncountable nouns are for the things that we cannot count with numbers. They usually do not have a plural form.”

T-Ss

Ss-Ss

To elicit/ show the students when and how the uncountable and countable nouns are used in sentences as well as when and how the quantifiers are used.

DẠ Y

KÈ

Presentation 1

IC IA

countable nouns. ⮚ Today we are going to learn more about countable and uncountable nouns.

412

T-Ss

IC IA

T-Ss

ƠN

OF F

- Teacher then asks students to give some more examples of uncountable nouns that they know. - Teacher reminds students to the “definition of countable nouns” “Countable nouns are for the people and things we can count using numbers”. Some English uncountable nouns are countable in Vietnamese. (E.g. rice)

2. Some, many, much, a few, a little: - Teacher gives students a handout of each definition of each quantifiers. - Teacher has students work in groups of 4 to match the words in column A with definitions in column B. Answer key: USE

1. many

countable nouns, usually in negative statements and questions uncountable nouns, usually in negative statements and questions countable nouns, means „some‟

DẠ Y

KÈ

QUANTIFIERS

2. much

3. a few

413

5 mins T-Ss

Ss-Ss

T-Ss

5. some

T-Ss

To elicit/ - Students are asked to show the watch a video concerning students school rules, during which when must they will have to identify and mustn't any school rules they have are used and already mentioned in the how to make Warm-up activity. a sentence - Teacher provides each with these pair of students with a modals. copy of the script and the students watch the video a second time checking on the script and highlighting

T-Ss

5 mins

ƠN

Task 2: Choose the correct option for each sentence. (p. 52) - Teacher has students work on the exercise individually before they compare answers with each other. - Teacher gives feedback as a class discussion. Answer key: 1. A 2. B 3. A 4. B 5. A

To check if students can use countable, uncountable nouns and quantifiers correctly.

DẠ Y

KÈ

Presentation 2

Controlled practice 1

OF F

- Teacher then asks students to exchange their handout to check their classmates‟ answers.

uncountable nouns, means „some‟ countable nouns, uncountable nouns

IC IA

4. a little

414

Ss-Ss

3 mins

L IC IA

ƠN

OF F

the word(s) before each school rule. - After watching the video, teacher elicits and discusses what students have understood, including the school rules they recognised from their warm-up activity. - This will allow the students to begin to identify the language item without a grammar explanation. Link: http://learnenglishkids.britis hcouncil.org/grammarvideos/school-rules - After gathering answers from students, teacher briefly summarizes the language item: “We use must to say that something is very necessary or very important.” “We use mustn‟t to say that doing something is not allowed.” - Teacher asks students to write the form of this targeted grammar into their notebook and make up from 1 to 2 sentences according to their understading. - Teacher calls out 1 – 2 students to read aloud their answers and check immediately in class.

DẠ Y

KÈ

2 mins

Controlled

T-Ss

T-Ss To give writ-

Task 4: Fill each blank 415

Task 5. Write some more rules for you and your classmates at school. (p. 52) - Teacher divides the class into groups of 6 students. - Teacher assigns the roles for each member by asking quetions: + Who's leader? + Who are rules makers / Idea thinkers? + Who's a note taker? + Who's a presenter? - Teacher asks students to work in group and make at least 3 classroom rules in 3 minutes. - After that, the presenter of each team goes to the board and present about their rules. - The other teams listen and give comments on their friends‟ ideas.

L 10 mins

T-Ss

DẠ Y

KÈ

Freer Practice 2 To give students speaking practice to use correctly grammar with must and mustn‟t to make a set of rules to follow in school.

ƠN

Answer key: 1. must 2. musn‟t 3. must 4. mustn‟t 5. must

mins T-Ss

IC IA

ten consolida- with must or mustn’t. (p. tion of the 52) grammar and - Teacher has students work to use the on the exercise individualgrammar corly before they compare rectly. answers with each other. - Teacher gives feedback as a class discussion.

OF F

Practice 2

416

Ss-Ss

Do Exercise 3, write the answers on your notebooks.

Y QU M KÈ DẠ Y

L T-Ss

OF F

Reactivate the knowledge that students have gained in the Kahoot game.

Homework

To consoli- Teacher asks students to date what talk about what they have students learnt in the lesson. have learnt in the lesson.

ƠN

Recap

IC IA

- Teacher gives complement or good mark to the group with suitable rules after getting suggestions/ comments from the class.

417

T-Ss

1 min

UNIT 5: NATURAL WONDERS OF VIET NAM

OF F

By the end of the lesson, students will be able to: - make and accept appointments; - have knowledge about a travel guide; - use must and mustn‟t to talk about what to prepare for a trip.

IC IA

Lesson aim(s)

Lesson 4: Communication

Language analysis Materials (referenced)

ƠN

- Grade 6 textbook, Unit 5, Communication - Pictures - sachmem.vn

Anticipated difficulties 1. Students may lack knowledge about the necessary things must bring and what to prepare for a trip. 2. Students may have underdeveloped reading, speaking and co-operating skills.

DẠ Y

KÈ

3. Some students will excessively talk in the class.

Solutions Provide students with information about the knowledge they do not know. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

418

IC IA

Date of teaching Unit 5: Natural wonders of the world Lesson 4: Communication

Board Plan

ƠN

OF F

* Warm-up GAME: Pass the ball I. Everyday English: Task 1: Listen and read the short conversation, paying attention to the highlighted parts. Making and accepting appointments  Making appointments: Let‟s + V. How about …?  Accepting appointments: That‟s fine. Sure. Task 2: Work in pairs. Make a short conversation, following the example. (p. 53) II. A tour guide: Task 3: Read the travel guide entry. (p. 53) Task 4: Make a list of the things you must bring to the Himalayas. Then add things you mustn‟t bring. (p. 53) Task 5: Role-play being a tour guide and a tourist. Tell your partner what to prepare for their trip to the Himalayas and give reasons. * Homework Stage aim

Procedure

Warm-up

To review must and mustn‟t.

GAME: Pass the ball - Teacher plays the music. When music‟s on, students pass the ball as fast as they can. When music‟s off, the student taking the ball has to make a sentence with must/ mustn‟t.

DẠ Y

KÈ

Stage

419

Interaction T-Ss Ss-Ss

Time 3 mins

T-Ss

2 mins

- Teacher sets the scene. - They are Duong and Steven. Steven wants Duong to go picnic with him this Sunday. What structures can he use? If Duong agrees, what does he say? - Students give their answers. - Teacher leads students into the lesson by telling about what they are going to learn: “We are going to learn how to make and accept appointments”.

IC IA

To lead in the lesson about vocabulary and pronunciation.

ƠN

OF F

Lead in

To introduce make and accept appointments.

* Making and accepting appointments Task 1: Listen and read the short conversation, paying attention to the highlighted parts. - Teacher asks students listen and read the short conversation, paying attention to the highlighted parts. - Teacher writes down highlighted parts on the board and asks students what they are used to, which is used to make appointments and which is used to accepting appointments. - Teacher calls some students to share their opinions.

DẠ Y

KÈ

Presentation

* EVERYDAY ENGLISH

420

10 mins

T-Ss

Task 2: Work in pairs. Make a short conversation, following the example in Task 1. (p. 53) - Teacher asks students to work in pairs and make a short conversation, following the example. - Teacher models with a volunteer. - Students do the task in pairs. - Teacher calls some pairs to make a conversation in front of the class. - Teacher gives feedback and corrections (if necessary).

ƠN

To practice making and accepting appointments.

L IC IA 7 mins

Pair work

Ss-Ss

KÈ

Practice

OF F

- Teacher gives more explanations and elicit the form.  Making appointments: Let‟s + V. How about …?  Accepting appointments: That‟s fine. Sure.

DẠ Y

Pre-Reading

T-Ss

* A TOUR GUIDE

To help students set the scene.

3 mins

- Teacher shows the picture and ask students some 421

T-Ss

To help students have knowledge about a travel guide.

Task 3: Read the travel guide entry. (p. 53) Teacher asks students to read the travel guide entry to check their guess and sets the time limit for reading task for 2 minutes.

L IC IA 7 mins

T-Ss

ƠN

WhileReading

OF F

questions: Next week, I am going mountain climbing. Can you guess where I am going to? (Himalayas) Before we go, what should we read? A tour guide What information can you read in a tour guide?

Task 4: Make a list of the things you must bring to the Himalayas. Then add things you mustn’t bring. (p. 53) - In group of 3, students write as many things they must and mustn‟t bring to the Himalayas as they can in 2 minutes. - Teacher calls some groups to give their answers and checks.

DẠ Y

KÈ

Post-Reading To help students talk about what to prepare for a trip

Task 5: Role-play being a tour guide and a tourist. Tell your partner what to prepare for their trip to the Himalayas, and give reasons. - Teacher divide the class into 2 main group. One is a tour guide and one is a tourist. 422

Group work

10 mins

ƠN

To prepare for the next lesson: Skills 1.

Choose a natural attraction in your city and find out the information about it (interesting things about the place as well as what they must and mustn‟t do there).

L IC IA T-Ss

2 mins

T-Ss

1 min

Homework

Teacher asks students to talk about what they have learnt in the lesson.

Consolidation To consolidate what students have learnt in the lesson.

OF F

- The tourist prepares the questions and the tour guide prepare the information in 2 minutes. - Students work in pair. Make a conversation. - Teacher calls some pairs to talk in front of the class. - Peer check and then teacher gives feedback.

UNIT 5: NATURAL WONDERS OF VIET NAM Lesson 5: Skills 1

Lesson aim(s)

KÈ

By the end of the lesson, students will be able to: - develop reading skill for general and specific information about the topic; - use the lexical items related to the topic „things in nature‟ and „travel items‟; - use what they have learnt to talk about a famous place, and what people must/ mustn‟t do there.

DẠ Y

Language analysis Form Meaning 1. tourist attraction a place that people visit for pleasure and (n) interest, usually while they are on holiday 2. wonder (n) kỳ quan 423

Pronunciation /ˈtʊə.rɪst/ /əˈtrækʃən/ /ˈwʌndər/

5. slope (n)

6. sand dune (n)

/ˈpɒpjələr/ /ˈlændskeɪp/

IC IA

4. landscape (n)

liked, enjoyed, or supported by many people everything you can see when you look across a large area of land, especially in the country a surface that rises at an angle, esp. a hill or mountain, or the angle at which something rises a hill of sand made by the wind on the coast or in a desert

Anticipated difficulties

/ˈsænd ˌdjuːn/

ƠN

Materials (referenced) - Grade 6 textbook, Unit 5, Skills 1 - Pictures, sets of words, games, audio - sachmem.vn

/sləʊp/

OF F

3. popular (adj)

Solutions

- Let students read the text a gain (if needed). - Create a comfortable and encouraging environment for students to speak. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

2. Students may have underdeveloped reading, speaking and cooperating skills.

Provide students with the meaning and pronunciation of words.

1. Students may lack knowledge about some lexical items.

KÈ

3. Some students will excessively talk in the class.

DẠ Y

Board Plan

Date of teaching Unit 5: Natural wonders of Viet Nam Lesson 5: Skills 1

* Warm-up Discussion Task 1: Before you read, look at the pictures and make predictions about the reading. Then read and check your ideas. 424

Procedure * Set the scene - Teacher sets the scene: “Next month, I am going travelling. Guess where I will visit.” - Let‟s students guess the places by opening the boxes one by one. The pictures are hidden behind the boxes.

Stage aim To introduce the topic of reading.

Interaction

Time 2 mins

T-Ss

DẠ Y

KÈ

Stage Warm-up

ƠN

OF F

IC IA

I. Reading: * Vocabulary: 1. tourist attraction (n) 2. wonder (n) 3. popular (adj) 4. landscape (n) 5. slope (n) 6. sand dune (n) Task 2: Complete the sentences, using the words from the box. (p. 54) Task 3: Read the text and answer the following questions. (p. 54) II. Speaking: Task 4: Work in pairs. Make notes. Add your own ideas. (p. 54) Tell your partner about the place. Task 5: Some foreign visitors are visiting your city/ town/ area. Tell them some interesting things about the place; what they must do or mustn‟t do there. (p. 54) * Homework

- Teacher shows the pictures on the screen. - Teacher leads in the 425

3 mins

OF F

* Discussing: Task 1: Look at the pictures and make predictions about the reading. (p. 54) - Teacher asks students to close the book. - Teacher shows the pictures of the places and asks students to answer the questions: 1. What are the places? 2. What do you know about these places?

IC IA

lesson by asking questions: “Have you ever been to these places?” “Today, let‟s see what do they have.”

DẠ Y

KÈ

ƠN

T-Ss

- Teacher invites some students to share their discussion in front of the class. - Teacher asks students to open the 426

T-Ss

book. Read the text and check their ideas. 5 mins

T-students

ƠN

Y QU M DẠ Y

KÈ

sand dunes

landscape

427

* VOCABULARY - Teacher introduces the vocabulary by: ● Providing the synonym or antonym of the words. ● Providing the pictures of the words. ● Providing the definition of the words. ● Providing the meaning by translating. 1. tourist attraction (n): a place that people visit for pleasure and interest, usually while they are on holiday 2. popular (adj) = well-known, common 3. wonder (n): kỳ quan

IC IA

To provide students with some lexical items before reading the text.

OF F

Pre-reading (Pre-teach vocabulary)

2 mins

IC IA

L NH

To check students understanding of using correct lexical items about the topic.

ƠN

OF F

slope Task 2. Complete the sentences, using the words from the box. (p. 54) - Teacher askes students to do Exercise 2 individually, in 3 minutes. - After 3 minutes, teacher lets students swap their answers with their partner. - Check the answers. Answer key: 1. islands 2. wonder 3. desert

To develop reading skill for general and specific information.

DẠ Y

KÈ

While-Reading

Ss-Ss

4. Remember 5. visit

Task 3: Read the text and answer the following questions. (p. 54) - Teacher asks students to go through the questions (1 – 5) to make sure that they understand them and know what information is being asked. - Students underline the key word(s) in each question to lo428

8 mins

T-Ss

IC IA

T-Ss

DẠ Y

KÈ

Post-Reading

ƠN

OF F

cate the answer in the reading text. - Teacher asks students to work individually to answer the questions. - Teacher checks the answers. Answer key: 1. Ha Long Bay is in Quang Ninh. 2. You can enjoy great seafood and join in exciting activities. 3. No, there isn‟t. It‟s like a desert, not a real desert. 4. You can have a picnic in Mui Ne by the beach. 5. The best time to visit the Mui Ne Sand Dunes is early morning or late afternoon. To check stu- Task 4: Work in dents‟ reading pairs. Make notes comprehenabout one of the placsion and pre- es in the reading. You pare for the can add your own next part. ideas. (p. 54) - Teacher asks students to work in groups of 3 and make notes about one place in the reading.

- Compare the notes with other groups. 429

S-S

5 mins

L IC IA

OF F

- Teacher asks students to tell their partner about the place by looking at the notes. Example: Ha Long Bay has a lot of interesting islands. It …. - Teacher goes around and offers help if needed. - Students share their ideas with the whole class. To help stuTask 5: Some foreign dents form the visitors are visiting ideas for their your city/ town/ area. speaking. You are their tour guide. Tell them some interesting things about the place as well as what they must and mustn’t do there. - Teacher askes students to work in groups of 6. + Leader? + Idea thinkers? + Presenters? + Drawers? - Teacher asks students to choose a famous place in their city or area. - Teacher asks students to discuss and make notes of the information they want to share with the

ƠN

7 mins

DẠ Y

KÈ

Pre-Speaking

430

Group work

L IC IA T-Ss

15 mins

T-Ss Ss-Ss

5 mins

To help students use what they have learnt so far to talk about a famous place.

To help stu- Teacher allows students improve dents to give comnext time. ments for their friends and vote for the most interesting and informative presentation. - Teacher gives feedback and comments.

DẠ Y

KÈ

Post-Speaking

WhileSpeaking

ƠN

OF F

class. - Teacher asks students to refer to the questions as suggestions for their notes or they can do it in their own way. + Where is it? + What does it have? + Are there any interesting things here? + What must they do or mustn‟t do there? - Teacher goes around and offers help if needed. - Teacher asks students to practice presenting in their groups. - Teacher makes sure that students speak in full sentences. - Then, teacher invites some groups to go to the board and share their preparation with the whole class.

431

Teacher asks students to search for information about Phu Quoc Island.

T-Ss

ƠN NH Y QU M KÈ DẠ Y

432

2 mins

Teacher asks students to talk about what they have learnt in the lesson.

T-Ss

OF F

Homework

To consolidate what students have learnt in the lesson. To prepare for the next lesson: Skills 2.

IC IA

Consolidation

1 min

UNIT 5: NATURAL WONDERS OF VIET NAM Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - listening for specific information about a natural wonder; - writing a paragraph about a natural wonder. Materials (referenced)

2. Students may have underdeveloped listening, writing and co-operating skills.

DẠ Y

KÈ

3. Some students will excessively talk in the class.

Solutions

Prepare some hand-outs in which key language of the key language of describing tourist attractions. - Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

1. Students may lack knowledge and experiences about the topic.

ƠN

- Grade 6 textbook, Unit 5, Skills 2 - Pictures - sachmem.vn Anticipated difficulties

IC IA

Lesson 6: Skills 2

Board Plan

433

Date of teaching Unit 5: Natural wonders of Viet Nam Lesson 6: Skills 2

Stage aim

Procedure

Warm-up

To introduce about the destination in the talk.

* Game: Hidden picture - Teacher sticks show the slide with the picture that was hidden. - Teacher gradually unhide the picture while having the class to guess the name of the destination.

Interaction

M KÈ DẠ Y

Suggested answers: 1. Phu Quoc Island 434

Time 2 mins

Stage

ƠN

OF F

IC IA

Warm-up: * Game: Hidden picture I. Listening: Task 1: Work in groups. Discuss and answer the question. (p. 55) Task 2: Listen and tick True or False. (p. 55) II. Writing: Task 3: Fill each blank in the network with the information about a travel attraction you know. (p. 55) Work in pairs. Talk about a travel attraction you know, using the filled network in task 3. (p. 55) Task 4: Write a paragraph about 50 words about a travel attraction you know. Use the information in Task 3. (p. 55) * Homework: Rewrite the paragraph in your notebook.

T-Ss

Task 1: Work in groups. Discuss and answer the question. (p. 55) 1. Teacher asks students to work in groups of four to answer the question: “What do you know about Phu Quoc Island?” 2. Teacher asks students to talk in Vietnamese (sometimes) if they do not have enough vocabulary in English. 3. Teacher asks students to share what they have discussed to see what they know about Phu Quoc Island. Suggested answers: 1. Phu Quoc is a beautiful island in Viet Nam. 2. Tourists can enjoy many entertaining activities such as visiting the night market, sightseeing, visiting the Safari,... 3. The food in here is delicious and unique.

ƠN

Y QU M KÈ DẠ Y

435

1 min

Pre-Listening To help students brainstorm about destination in the talk.

T-Ss

IC IA

Teacher draws students‟ attention to Phu Quoc island. “Today we are going to listen to a talk about a famous natural wonder of Viet Nam. It‟s Phu Quoc Island.”

OF F

To lead in the listening task.

Lead in

T-Ss

Group work

4 mins

10 mins T-Ss

ƠN

Y QU M KÈ DẠ Y

436

Task 2: Listen and tick True or False. (p. 55) * True – False prediction: - Teacher asks students to go through the statements (1 – 5) to make sure that they understand and know what information they have to catch for the answers. - Students underline the key word(s) in each statement and guess whether they are True or False individually. * Listen and decide True or False: - Teacher plays the recording once or twice. - Teacher asks students to listen and tick the answers. - Teacher asks students to compare their answers with the prediction made previously. - Teacher calls on some students to read aloud their answers and correct the false one(s). - Teacher checks students answers as a class. Answer key: 1. T 2. F (It has beautiful beaches and green forest.) 3. T 4. F (Sailing and fishing are popular water sports.) 5. T

IC IA

To help students develop listening skill for specific information (T / F).

OF F

WhileListening

Ss-Ss

T-Ss

10 mins

Task 3: Fill each blank in the network with the information about a travel attraction you know. (p. 55) - Teacher models the task by summarizing the information of the talk with a student using the questions in the network below:

IC IA

To help students talk about a travel attraction they know and collect information for their later writing.

T-Ss

ƠN

OF F

Pre-Writing

DẠ Y

KÈ

Suggested answers: Teacher: What is the name of the attraction? Student: It‟s Phu Quoc island Teacher: Where is it? Student: It‟s in Kien Giang Teacher: How can you go there? Student: You can fly to the island because it has an international airport. Teacher: What can you do there? Student: I can visit the fishing villages, the national parks, beautiful beaches, temples, pagodas, etc. I can enjoy some water sports like Sailing and fishing or buy interesting things at the 437

L IC IA S

Group work

T-Ss

ƠN

OF F

night market. Teacher: What is special about it? Student: It‟s one of the most famous natural wonders of Viet Nam and thousands of tourists visit it every year. - Teacher asks students to choose a travel attraction they know and individually brainstorm about that place using the network in Task 3. (p. 55) - Teacher goes round and help if needed. - Teacher asks students to work in groups of four to introduce about their chosen places using the filled network. - Teacher asks 1-2 students to stand up and talk about their chosen place then give them comments.

DẠ Y

KÈ

While-Writing To teach students how to write a paragraph about 50 words about a travel attraction they know.

What are you writing about?

Task 4: Write a paragraph about 50 words about a travel attraction you know. Use the information in Task 3. (p. 55) - Teacher shows the picture in Task 4 and explains to students that they should begin the paragraph with a topic sentence for

438

12 mins

T-Ss

OF F

IC IA

Other information

Post-Writing

ƠN

- Teacher asks students to use ideas they have brainstormed to write a paragraph about 50 words about a travel attraction they know. - Teacher asks students to refer to the Reading passages in Skills 1 if needed. - Teacher goes round and help if needed.

DẠ Y

KÈ

Consolidation To consolidate Teacher asks students to what students talk about what they have have learnt in learnt in the lesson. the lesson. Homework

To allow students finalize their paragraph after

Rewrite the paraghraph in your notebook.

439

Ss-Ss

3 mins

T-Ss T-Ss

2 mins

1 min

DẠ Y

KÈ

ƠN

OF F

IC IA

being checked by friends and the teacher.

440

IC IA

Lesson 7: Looking back & Project

UNIT 5: NATURAL WONDERS OF VIET NAM Lesson aim(s)

Materials (referenced)

2. Some students will excessively talk in the class.

Solutions Encourage students to work in pairs, in groups so that they can help each other. Provide feedback and help if necessary. Define expectation in explicit detail. Have excessive talking students practise. Continue to define expectations in small chunks (before every activity).

DẠ Y

KÈ

Anticipated difficulties 1. Students may have underdeveloped speaking, writing and co-operating skills when doing project.

ƠN

- Grade 6 textbook, Unit 5, Looking back & Project - Pictures, A0 paper - sachmem.vn

OF F

By the end of the lesson, students will be able to: - review language use and skills student have learned in Unit 5; - apply what they have learnt (vocabulary and grammar) into practice through a project.

441

ƠN

OF F

* Warm-up: Brainstorming: things in nature and travel items I. Looking back: Task 1: Write the name for each picture. (p. 56) Task 2: Matching. (p. 56) Task 3: Write the words. (p. 56) Task 4: Find the mistakes. (p. 56) Task 5: Complete the dialogue, using must/ mustn‟t. (p. 56) II. Project: Dream destination (p. 57) * Homework

IC IA

Date of teaching Unit 5: Natural wonders of Viet Nam Lesson 7: Looking back & Project

Board Plan

Stage aim

Procedure

Warm-up

To revise the vocabulary related to the topic and lead in the next part of the lesson.

* Brainstorming: - Teacher divides the class into 2 big teams A and B. - Then, teacher asks students to work in groups of 6. - Write 2 main words on the board.

DẠ Y

KÈ

Stage

442

Interaction T-Ss

Time 5 mins

IC IA

L M

ƠN

OF F

- One team (team A) finds all the words related to things in nature. Another team (team B) finds all the travel items they know. - Teacher asks students to make a web map in 2 minutes, try to add as many words as possible. - The fastest group with the most correct answers is the winner. Suggested answers: o Things in nature: desert, forest, mountain, lake, river, valley, cave, island, beach,… o Travel items: lighter, scissors, sleeping bag, compass, plastic, backpack,….

Group work

DẠ Y

KÈ

Looking back To help students revise the vocabulary items they have learnt in the unit.

Task 1: Write the name for each picture. (p. 56) - Teacher encourages students to complete the task individually. - Teacher asks students to swap their books with their partners. - Teacher shows the answer and check. Answer key: 443

16 mins S

S-Ss

T-Ss

Ss-Ss

Ss-Ss T-Ss

ƠN

OF F

Task 2: Match the name of a natural wonder on column A with a word indicating it in column B. - Teacher asks students to work in pairs. - Teacher monitors the activity lets them do it in 2 minutes. - Teacher lets each pair answer. - Teacher checks the answers with the whole class. Answer key: 1. d 2. c 3. a 4. e 5. f 6. b

IC IA

1. waterfall 2. cave 3. desert 4. lake 5. beach 6. island

DẠ Y

KÈ

To help students revise the use of must/ mustn‟t in context.

Task 3: Write the words under the pictures. (p. 56) - Teacher asks students to do this exercise individually. - Teacher lets students compare their answers in pairs before checking as a class. Answer key: 1. scissors 444

T-Ss

S-S

T-Ss

DẠ Y

KÈ

ƠN

OF F

Task 4: Find the mistake in each sentence and correct it. (p. 56) - Teacher asks students to work independently. - Teacher asks students to read the sentences carefully and correct the mistakes. - Students complete the task and discuss about the answers. - Teacher gives feedback as a class discussion. ANSWER KEY: 1. is are 2. are is 3. instrument instruments 4. are is 5. luggages luggage

IC IA

2. sleeping bag 3. compass 4. backpack 5. plaster

Task 5: Complete the dialogue, using must / mustn’t. (p. 56) - Teacher lets students to work in pairs and complete the activity. - Teacher asks students to stand up and make a role play. - Teacher checks the answers with the whole class. Answer key: 1. must 445

S-S

T-Ss

Y QU M KÈ DẠ Y

IC IA

* DREAM DESTINATION: (Making a poster/ travel brochure) - Teacher sets the context: + Teacher will be a tourist who is looking for a dream destination to go on holiday. + Students will be the travel agents who have to suggest the tourist by providing their travel brochure (poster). - Teacher divides the class into groups of 6. Each group will act as a travel agency. - Teacher asks “the travel agencies” to discuss and choose an interesting place they would like to visit (in Viet Nam or in the world). - Teacher asks them to look for necessary information for the visit, basically by discussing the suggested questions. What the natural wonder is? Where is it? How can you go there? What is it special about? What can you do there? …

20 mins

T-Ss

OF F

To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.

ƠN

Project

2. must 3. mustn‟t 4. must 5. mustn‟t

446

Group work

L IC IA T-Ss

To prepare for Prepare for the next lesson: the next lesUnit 6 – Getting started. son.

T-Ss

3 mins

T-Ss

1 min

Homework

Teacher asks students to talk about what they have learnt in the lesson and how they feel with their project.

Consolidation To consolidate what students have learnt in the lesson.

ƠN

OF F

- Students summarise the information and design A0 size posters about the places they would like to promote. - Teacher asks the class to listen to the reports and ask questions if they would like to. - Students will critically evaluate all the posters, then give 1 vote for the most attractive poster/ place. - Teacher gives comments and feedback to all groups and awards special prize the group which has the most votes.

* Pictures‟ source: From Internet

UNIT 6: OUR TET HOLIDAY

KÈ

Lesson 1: Getting started – Happy New Year!

Lesson aim(s)

DẠ Y

By the end of the lesson, students will be able to: - use the lexical items related to “Tet”; - use the vocabulary and structures to describe things and activities at Tet. Language analysis 447

3. family gathering (N. phr.) 4. lucky money (N. phr.)

Grade 6 textbook, Unit 6, Getting started Pictures CD disk, cassette sachmem.vn

1. Students may lack knowledge and experiences about the topic.

DẠ Y

KÈ

Board Plan

2. Students may have underdeveloped listening, speaking and co-operating skills.

L /ˈdekəreɪt/

/ˈfæməli ˈɡæðərɪŋ/ /ˈlʌki ˈmʌni/

Solutions Prepare some hand-outs in which key language of the key language of describing activities at Tet. - Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

Anticipated difficulties

ƠN

Materials (referenced) -

Pronunciation /ˈselɪbreɪt/

IC IA

2. decorate (v)

Meaning to show that a day or an event is important by doing something special on it to make something look more attractive by putting things on it all members of a family meeting together for a social event money placed in a red envelope and given as a gift, usually for Lunar New Year

OF F

Form 1. celebrate (v)

448

Date of teaching Unit 6: Our Tet Holiday Lesson 1: Getting started

Procedure

- To set the - Teacher writes the word context for the TET on the board and listening and ask students to give any reading text. words relating to the - To introduce topic. the topic of - Teacher may allow stuthe unit. dents to give a Vietnamese word and asks other students in the class if they know the equivalent in English. - Teacher writes on the corner of the board a list of the words which students cannot translate into English and asks them to keep a record for later

DẠ Y

KÈ

Warm-up

Stage aim

Stage

ƠN

OF F

IC IA

* Warm-up: Asking questions relating to Tet I. Vocabulary: 1. celebrate (v) 2. decorate (v) 3. family gathering (N. phr.) 4. lucky money (N. phr.) II. Practice: Task 1: Listen and read. (p. 58) Task 2: What are Linda and Phong talking about? (p. 59) Task 3: Complete the sentences about Tet with the information from the conversation in 1. (p. 59) Task 4: Match the words/ phrases in the box with the pictures. (p. 59) Task 5: Game – Is it about Tet? (p. 59) * Homework

449

Interaction

Time

T-Ss

5 mins

To help stu- Teacher draws students‟ dents get the attention to the picture main idea of the in the textbook and asks text. them questions about the picture: 1. What are there in the picture? 2. What do you think about when talking about Tet? Suggested answers: 1. There is a peach blossom / cherry blossom tree with red envelopes. 2. Lucky money, new clothes,…

L T-Ss

2 mins

ƠN

OF F

Lead in

IC IA

reference when the unit finishes. - Teacher lets students open their books and starts the lesson.

* VOCABULARY: - Teacher introduces the vocabulary by: + showing the pictures illustrating the words; + providing the synonym or antonym of the words. + providing the definition of the words 1. celebrate (v): [definition] [picture] 2. decorate (v): [definition] [picture] 3. family gathering (N. phr.): [definition] [picture] 4. lucky money (N. phr.): [picture]

DẠ Y

KÈ

Presentation (Vocabpre-teach)

450

T-Ss

5 mins

L IC IA

ƠN

OF F

decorate

KÈ

celebrate

DẠ Y

Practice

- To help students get the main idea of the text. - To help students scan the text for the

family gathering

lucky money Task 1: Listen and read. (p. 58) - Teacher asks students to look at the title of the conversation and the picture. - Teacher asks students 451

15 mins T-Ss

Ss-Ss

QU M KÈ DẠ Y

L IC IA

OF F

ƠN

- Teacher encourages students to give their answers, but does not confirm whether their answers are right or wrong. - Teacher plays the recording twice for students to listen and read along. - Teacher has students underline the words that are related to the topic of the unit while they are listening and reading. - Teacher invites some pairs of students to read the dialogue aloud. - Teacher has students say the words in the text that they think are related to the topic Tet. - Teacher quickly writes the words on one part of the board.

- To develop students‟ knowledge of the vocabulary of things relating to Tet.

some brainstorming questions like: 1. What do you think they are talking about? 2. When is Tet? 3. Is it a holiday? 4. What do we do at Tet? Suggested answers: 1. They are talking about Tet/ New Year. 2. It‟s in January/ February. Yes, it is. We clean our houses, decorate them, meet relatives,…

information to fill the blanks.

452

ƠN

L IC IA

OF F

Task 2. What are Linda and Phong talking about? (p. 59) - Teacher asks students what exactly Phong and Linda are talking about. - Teacher lets them read the three options carefully and see the difference among them. - Teacher confirms the correct answer. (They are talking about Tet in Viet Nam.) Answer key: B

DẠ Y

KÈ

Task 3: Complete the sentences about Tet with the information from the conversation in 1. (p. 59) - Teacher asks students to work independently to fill each blank with the word(s) from the conversation. - Teacher may instruct them how to do the exercise and model with the first sentence. E.g.: In sentence 1, we need to fill the time of Tet this year; Answer key: 1. January 2. houses 3. gatherings 4. lucky money 5. break Task 4: Match the words/ phrases in the box with the pictures. (p. 59) 453

ƠN

Task 5: Game – Is it about Tet? (p. 59) - Teacher allows students some time to read the instruction and the example. - Teacher demonstrates the game by saying a word/ phrase aloud and ask students if it‟s about Tet or not. - Teacher lets students write down two things/ activities. - Teacher goes round and helps if needed. - Teacher divides the class into 2 or 4 teams and lets them compete each other. The teams can play Rock – Paper – Scissors to decide which team goes first. - Which team gets more correct words is the winner.

L IC IA T-Ss

To allow students‟ opportunities to recognize what is related to Tet through a fun game.

DẠ Y

KÈ

Production

OF F

- Teacher lets students look at the pictures first to see if they know the English words for them. - Teacher then allows students to read the words / phrases in the box and do the matching. - Teacher checks the answers as a class. Answer key: 1. b 2. a 3. c 4. d

454

Ss-Ss

15 mins

2 mins

T-Ss

IC IA

- Teacher asks one or two students to tell the class what they have learnt. - Teacher asks students to say aloud some words they remember from the lesson. - If there is an overhead projector in the classroom, show the dialogue, highlight the keywords related to the topic. It would be helpful if teacher also highlights in the dialogue should/ shouldn‟t, some/ any at the end and tells students that they will learn these language points in the following lessons.

To prepare vo- - Teacher lists out 10 cabulary for the words/ phrases you can next lesson: A think of when talking closer look 1. about Tet. - The students can use the words from the Warmup activity and look up the words they don‟t know in English.

DẠ Y

KÈ

Homework

ƠN

OF F

Consolidation To consolidate what students have learnt in the lesson.

455

T-Ss

1 min

UNIT 6: OUR TET HOLIDAY

IC IA

Lesson 2: A closer look 1 Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - extend and practice vocabulary related to "Tet": things, activities and practices; - pronounce and recognize the sounds /s/ and /∫/. Language analysis

3. clean the furniture

ƠN

2. make a wish

Meaning come to the place where the family members live to wish/ ask for something you really want make the things in our house free from dirt

Pronunciation /ˈvɪzɪt ˈrelətɪv/ /meɪk ə wɪʃ/

/kliːn ðə ˈfɜːnɪtʃə(r)/

Form 1. visit relatives

Materials (referenced)

- Grade 6 textbook, Unit 6, A closer look 1 - Pictures, video - sachmem.vn

Anticipated difficulties

Solutions Provide students with the meaning and pronunciation of some lexical items.

2. Students may have underdeveloped listening, speaking and co-operating skills.

KÈ

1. Students may lack knowledge about some lexical items.

DẠ Y

3. Some students will excessively talk in the class.

456

IC IA

Date of teaching Unit 6: Our Tet holiday Lesson 2: A closer look 1

Board Plan

Stage aim

DẠ Y

KÈ

Stage

ƠN

OF F

* Warm-up Task 1: Name the pictures. (p. 60) I. Vocabulary 1. have fun 2. visit relatives 3. give lucky money 4. make a wish 5. clean the furniture 6. watch fireworks Task 2: Match the verbs with the nouns. (p. 60) Task 3: Complete the sentences with the words in the box. (p. 60) II. Pronunciation Task 4: Listen and repeat the words. (p. 60) Task 5: Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the underlined words. (p. 60) III. Production Sentence race * Homework

Procedure

457

Interaction

Time

5 mins T-Ss

ƠN

Y QU M DẠ Y

KÈ

firework

special food 458

Task 1: Game - Name the pictures: - Teacher divides students into 4 groups. - Teacher gives 5 words/ phrases in random order on the board: o furniture - fireworks fun - special food wish - Then teacher shows pictures one by one and asks students to raise hands to give the correct words and their spelling. - The group raising their hands the fastest will get the chance to answer first. - Teacher gives 10 points for the group that gives the correct answers. - The group getting the highest points will be the winner. Answer key:

IC IA

To activate students‟ prior knowledge and vocabulary related to the topic, the targeted vocabularies and its pronunciation.

OF F

Warm-up

Ss-Ss

L IC IA

ƠN

wish

OF F

fun

furniture

To lead in the lesson about vocabulary and pronunciation.

- Teacher tells the students to look at the word and phrase and pay attention at the sound /s/ and /∫/: wish /wɪʃ/ and special food /ˈspeʃl fuːd/. - Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words and phrases to talk about Tet activities and two sounds /s/ and /∫/.”

T-Ss

2 mins

Task 2: Match the verbs with the nouns. (p. 60) - Teacher explains to students that some verbs and nouns goes together

T-Ss Ss-Ss

5 mins

KÈ

Lead in

DẠ Y

Presentation (Vocabpre-teach)

To teach students how to combine a verb with a noun to talk about Tet

459

L IC IA S

OF F

and some don‟t, e.g. plant / decorate + a tree, but not cook + a tree. Teacher writes a verb on the board (e.g. read) and asks students to match the verb with as many nouns as they can find (e.g. read a book / novel / magazine / story / etc.) Teacher asks students to look at the verbs in the verbs box first and see what nouns in the Nouns box they can go with. Teacher asks students to do the matching independently. Then teacher allows them to share with their partner. Teacher checks the answers as a class.

ƠN

activities.

T-Ss

To revise the words learnt in context.

DẠ Y

KÈ

Practice

Answer key: 1. f (have fun) 2. e (visit relatives) 3. d (give lucky money) 4. a (make a wish) 5. c (clean the furniture) 6. b (watch fireworks) Task 3: Complete the sentences with the words in the box. (p. 60) - Teacher asks students to work independently or in pairs. - Teacher encourages them to read the sentences carefully and look 460

5 mins Ss-Ss

L IC IA

OF F

for clues so that they can choose the right word to complete each sentence. E.g. In sentence 1, we need a verb after the subject we. We have two verbs in the box, clean and celebrate. Only celebrate can go with Tet. So the correct word is celebrate. - Teacher checks the answers as a class. - Teacher may call on some students to read the sentences aloud. Answer key: 1. celebrate 2. peach 3. clean 4. shopping 5. food

ƠN

T-Ss

5 mins

QU M

KÈ DẠ Y

PRONUNCIATION: /s/ and /∫/ - Teacher introduces 2 sounds /s/ and /∫/ to students and lets them watch a video about how to pronounce these two sounds. - Teacher asks students to give some words containing these sounds. Suggested answers: - /s/: see, sun, say, swim,… - /∫/: show, should, shower, wash,…

Presentation (Pre-teach the sounds /əʊ/ and /aʊ/).

461

T- Ss

OF F

IC IA

T-Ss

M KÈ DẠ Y

Task 5: Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the underlined words. (p. 60) 462

15 mins

T-Ss

To help students pronounce the sounds /s/ and /∫/ correctly in context.

Task 4: Listen and repeat the words. (p. 60) - Teacher may write two Vietnamese words on the board first, e.g. xách and sách. - Teacher asks students to say the words aloud and draw their attention to the difference in the pronunciation of x and s. - Teacher writes the words see and she under the words xách and sách and read aloud the four words. - Teacher lets students elicit the difference in the two sounds /s/ and /∫/ in English. - Teacher has some students read out the words first. Then play the recording and ask students to listen and repeat. - Teacher plays the recording as many times as necessary. - Teacher calls on some students to check. Audio script: shopping special spring wish rice celebrate

ƠN

To help students identify how to pronounce the sounds /s/ and /∫/ and practise pronouncing these sounds in words.

Practice

Ss-Ss

To give stuGame: Sentence race dents chance to - Teacher divides the class apply what they into 4 big teams. have learnt. - All the teams have to produce the longest sentence that contains the most /s/ and /∫/ sounds in 5 minutes. Then, each team takes turn to present their sentence, which team has the longest sentence that has

DẠ Y

KÈ

Production

L IC IA

ƠN

OF F

- Teacher plays the recording for students to listen to the poem. Then play the recording again for them to listen and repeat. - Teacher asks students some time to practise reading the poem among themselves. Ask them to pay attention to the underlined words with the /s/ and /∫/ sounds. Go around and correct pronunciation if needed. - Teacher asks for some volunteers to stand up and read the poem aloud. Audio script: Spring is coming! Tet is coming! She sells peach flowers. Her cheeks shine. Her eyes smile. Her smile is shy. She sells peach flowers.

463

5 mins Group work

Find 5 new words that haven‟t been mentioned in the lesson with the sound /s/ and /∫/. Write them down and practice pronouncing the words.

T-Ss

1 min

QU M KÈ DẠ Y

IC IA 2 mins

ƠN

To revise what they have learnt.

T-Ss

Homework

Teacher asks students to talk about what they have learnt in the lesson.

Consolidation To consolidate what students have learnt in the lesson.

OF F

the most /s/ and /∫/ sounds wins. Suggested sentences: The tongue twister: Seashells - She sells sea shells by the sea shore. - The shells she sells are surely seashells. - So if she sells shells on the seashore. - I'm sure she sells seashore shells.

464

UNIT 6: OUR TET HOLIDAY

By the end of the lesson, students will be able to: - use should and shouldn‟t to make advice; - use some and any to talk about quantity. Language analysis

Meaning

Give advice or to talk about what we think is right or wrong.

ƠN

Form should shouldn‟t

OF F

Lesson aim(s)

IC IA

should / shouldn‟t & some / any

Lesson 3: A closer look 2

“some” is used for positive. “any” is used for questions and negatives. Both may be used with countable and uncountable nouns.

some any

Materials (referenced)

- Grade 6 textbook, Unit 6, A closer look 2 - sachmem.vn

Anticipated difficulties

Solutions Prepare some hand-outs in which key language of the key language of describing Tet holiday.

2. Some students will excessively talk in the class.

- Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

DẠ Y

KÈ

1. Students may lack knowledge and experiences about the topic.

Board Plan

465

Date of teaching Unit 6: Our Tet holiday Lesson 3: A closer look 2

Stage aim

Warm-up

To activate students‟ prior knowledge and vocabulary related to the targeted grammar and to increase students interest.

Procedure

* Activity 1: - Teacher shows the pictures from the last lesson to revise the words that students have learnt:

DẠ Y

KÈ

Stage

ƠN

OF F

IC IA

* Warm-up Make up sentences with “There is… / There are…” I. Grammar focus 1. should / shouldn‟t 2. some / any II. Practice: Task 1: Look at the signs at the library and complete the sentences with should or shouldn‟t. (p. 61) Task 2: Tick the activities children should do at Tet and cross the ones they shouldn‟t. (p. 61) Task 3: Tick the activities children should do at Tet and cross the ones they shouldn‟t do. (p. 61) Task 4: Complete the sentences with some and any. III. Production: Task 5: Work in pairs. Look at the fridge. Make sentences with the words / phrases provided, using some or any. * Homework

firework

466

Interaction T-Ss Group work

Time 5 mins

DẠ Y

KÈ

wish

furniture - Then teacher asks students to make sentences with There is / There are. Suggested answers: - There are fireworks. - There are spring rolls. -… - Teacher can explicit the targeted grammar by saying: “We can add some or any into 467

IC IA

L NH

ƠN

fun

OF F

special food

To introduce targeted grammar of “should / shouldn‟t” and “some / any”.

Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more about how to use “should/ shouldn‟t” and “some/ any.”

L IC IA T-Ss

2 mins

Lead in

ƠN

OF F

these sentences.” and then say some examples. * Activity 2: - Teacher asks students about some activities the student learned in the last lesson. E.g.: 1. visit relatives 2. give lucky money 3. make a wish - Then teacher can say: “We can add should and shouldn‟t when we talk about the things we think that it‟s right or wrong. E.g.: “We should visit relatives at Tet.”

DẠ Y

KÈ

Presentation

Should / shouldn’t - Teacher asks students to look at the picture and asks them some questions to exploit the situation leading to the use of should / shouldn‟t, e.g. Where are they? Why is Nam wearing a raincoat? What will happen if Nam comes into the kitchen with his rain468

T-Ss Ss-Ss

10 mins

L IC IA

ƠN

OF F

coat still on? then writes the mother‟s saying on the board and underlines the word shouldn‟t. - Teacher writes In the classroom on the board. - Teacher sticks pieces of paper with the words run, keep quiet, make noise, etc. below it and ask students for simply Yes (to show it can be done in the classroom) or No if not. If the answer is Yes, tick the word. If No, cross the word. Keep them on the board for later use.

DẠ Y

KÈ

Some/ Any: - By this time, students have seen/ used some and any already. This is just a summary of their use. - Teacher asks students to read the yellow grammar box. - Teacher tells them to pay attention to the phrases in bold in the sentences to see how some and any are used differently (positive, negative, and question). - Teacher reminds them that some and any can 469

T-Ss

Ss-Ss

To give students more opportunities to practise the use of should / shouldn‟t in real context.

L 18 mins

OF F

Task 1: Look at the signs at the library and complete the sentences with should or shouldn’t. (p. 61) - Teacher writes the word LIBRARY on the board and asks students to say what they should/ shouldn‟t do when they are in a library. - Teacher then asks students to look at the four signs in the library and lets them complete the sentences. - Teacher asks them to swap their answers with a partner. - Teacher calls students to read aloud the senTo help stutences and checks their dents see what answers as a class. activity is good - If there is still time, / not good to be teacher asks students to done at Tet. refer to the notes of In the classroom on the board and practise saying the sentences with should/ shouldn‟t. Answer key: 1. should 2. shouldn‟t

T-Ss

DẠ Y

KÈ

ƠN

Practice

IC IA

be used with both countable/ uncountable nouns. When they go with countable nouns, the nouns are always in plural.

470

Ss-Ss

DẠ Y

KÈ

ƠN

OF F

Task 2: Tick the activities children should do at Tet and cross the ones they shouldn’t. (p. 61) - Teacher asks students To give stuto look at the pictures dents some con- and read the phrases trolled practice under the pictures. on the use of - Teacher then ticks (it‟s some/ any. good) or cross (it‟s not good) each picture. The pictures help make the meanings of the phrases clear. - Teacher checks the answers as a class. Suggested answer: 1.  2. × 3.  4. × 5.  6.  7. × 8. ×

3. should 4. shouldn‟t - Teacher asks students to look at Remember! box and allow them one minute to memorise it.

IC IA

To help students form sentences using should/ shouldn‟t.

Task 3: Tick the activities children should do at Tet and cross the ones they shouldn’t do. (p. 61) - This activity allows students to produce sentences with the target language of should / shouldn‟t, using the prompts in Task 2. 471

T-Ss

L IC IA T-Ss

ƠN

OF F

- Teacher asks students to use the tick and cross for each activity in Task 2 and the examples on the board to help. - Teacher goes round and gives help if needed. - Teacher makes sure students combine should/ shouldn‟t and the main verb correctly. - Teacher makes sure they pronounce the words should and shouldn‟t correctly too. - Teacher checks the answers as a class.

DẠ Y

KÈ

Task 4: Complete the sentences with some and any. - Teacher applies the rules in the box. - Teacher asks students to look for clues (+ or - / ? sentences) and decides whether to use some or any. - Teacher checks their answers as a class and explain the choice. Answer key: 1. some, some 2. any, any 3. any, some

472

T-Ss

7 mins T-Ss

ƠN

NH Y QU M KÈ DẠ Y

473

Task 5: Game – What’s there in the fridge? - Teacher divides the class into 4 groups. - Teacher asks students to look at the fridge and read the example. - Teacher draws students‟ attention to the change of the verb be in the use with some or any (in the examples). - Teacher reads out loud the things in the fridge, and also the things that aren‟t in the fridge (to practice negative form). The team which raise their hands the fastest will get the chance to answer. Each correct answer gets 10 points.  The team with the most points in the winner. Suggested answers: 1. There are some eggs (in the fridge). 2. There is some fruit juice./ There are some packs of fruit juice. 3. There are not any apples. 4. There is not any bread. 5. There are some bananas. 6. There is some cheese.

IC IA

To give students much freer practice with some/ any in real context.

OF F

Production

Reactivate the knowledge that students have gained.

2 mins

Homework

- Teacher summarises the main grammar points of the lesson. - Teacher uses the classroom to demonstrate some actions and students comment, using should / shouldn‟t. - E.g. Open the door and window when the conditioner is on, put your legs on the table, play the recording loud, cough... - Students respond: You shouldn‟t put your legs on the table, etc. - Teacher takes some books and show to students. Students respond by saying: You have some books. - Teacher puts all the books down and shows the hands without any books. - students respond by saying: You don‟t have any books.

IC IA

To consolidate what students have learnt in the lesson.

DẠ Y

KÈ

ƠN

OF F

Consolidation

1. Write 5 rules that students should and shouldn‟t do at home. 2. Write 5 things available in their house‟s fridge, and 5 things unavailable.

474

1 min

UNIT 6: OUR TET HOLIDAY

IC IA

Lesson 4: Communication Lesson aim(s)

Language analysis Materials (referenced)

ƠN

- Grade 6 textbook, Unit 6, Communication - Pictures - sachmem.vn

OF F

By the end of the lesson, students will be able to: - introduce New Year‟s wishes; - introduce students to some New Year‟s practices in other countries.

Solutions Provide students with some vocabulary at the beginning of the lesson.

2. Students may have underdeveloped reading, speaking and co-operating skills.

Anticipated difficulties 1. Students may lack knowledge about some landmarks.

DẠ Y

KÈ

3. Some students will excessively talk in the class.

475

IC IA

Date of teaching Unit 6: Our Tet holiday Lesson 4: Communication

Board Plan

To introduce the topic.

DẠ Y

KÈ

Warm-up

Stage aim

Stage

ƠN

OF F

* Warm-up Ask and answer/ brainstorm I. Everyday English Saying New Year‟s wishes Task 1: Listen and read the New Year‟s wish. Task 2: Practice saying New Year‟s wishes. Student work in groups to complete the full sentence: “Wishing you joy and laughter …” to each other. II. New Year practices in the world Task 3: Quiz: match the sentences with the pictures. Then match them with the countries. Task 4: Read how people in different countries celebrate their New Year. Then match the countries with the activities. Task 5: Work in groups. Each student chooses one activity from Task 4. Take turns to day them aloud. The group says which country he/ she is talking about. * Homework Procedure

Interaction

- Teacher shows students the flags of five countries and asks them if they know the names of the countries. Suggested answers:

T-Ss Ss-Ss

Japan

476

Tim e 3 mins

L IC IA

ƠN

Romania

OF F

Thailand

Spain

To lead in the lesson about vocabulary and pronunciation.

KÈ

Lead in

DẠ Y

Presentation

Switzerland - Teacher asks students how people wish others on New Year holiday. - Teacher sums up some common wishes.

T-Ss

2 mins

EVERYDAY ENGLISH

Introduce New Year‟s wishes.

Task 1: Listen and read the New Year’s wish. - Teacher turns on the audio, students listen and read the New Year‟s wish. - Teacher asks students 477

5 mins T-Ss

To practice saying New Year‟s wishes.

5 mins

ƠN

OF F

Practice

IC IA

can they add some more wishes.  Students come up with the patterns: Wishing you/ I wish you + noun/ noun phrase. Group work Task 2: Practise saying New Year’s wishes to your friends, using the suggestions below or creating your own. - Students work in groups and say New Year‟s wishes. - Teacher calls on some students to say the wishes aloud.

NEW YEAR PRACTICES IN THE WORLD Task 3: Match the sentences with the pictures. Then match them with the countries. - Teacher lets students read sentences first. - Teacher explains new words if they don‟t know. (hole, throw water) - Teacher asks students to look at the pictures and do the matching. - Teacher checks their answers as a class. - Teacher then moves on to the next part, asks students if they know which country each practice is from. - Teacher asks students

Introduce some New Year‟s practices to students.

T-Ss

DẠ Y

KÈ

New Year celebrations

478

Ss-Ss

T-Ss

5–7 mins

L IC IA

OF F

to look at the names of the countries and do the matching. - Teacher checks answer as a class. Task 4: Read how people in diﬀ erent countries celebrate their New Year. Then match the countries with the activities. - Teacher allows students some time to read the New Year‟s practices in five countries and do the matching. - Teacher checks their answers as a class, asks students to read aloud the sentences that support their answers.

DẠ Y

KÈ

ƠN

T-Ss

Task 5: Work in groups. Each student chooses one activity from 4. Take turns to say them aloud. The group says which country he/ she is talking about. - Teacher asks students to underline all the activities they find in the passages.  Students memorize the key words to help them talk. - Teacher calls on students and ask them to 479

T-Ss

To prepare for the next lesson: Skills 1.

Choose a New Year celebration in the world and find out the information about it.

NH Y QU M KÈ DẠ Y

L IC IA

Homework

T-Ss

OF F

To consolidate what students have learnt in the lesson.

ƠN

Consolidation

describe the activities they have chosen to the group. - The group/ The class gives the name of the country. Teacher asks students to talk about what they have learnt in the lesson.

480

T-Ss

2 mins

1 mins

UNIT 6: OUR TET HOLIDAY

IC IA

Lesson 5: Skills 1 Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - develop reading skill for specific information; - express judgement about the what children should/shouldn‟t do at Tet. Language analysis

Meaning to give a loud shout of approval or encouragement 2. strike (v) to hit something 3. lucky money money placed in a red envelope and given (n) as a gift, usually for lunar New Year. 4. custom (n) a way of behaving or a belief that has been established for a long time 5. fun (n) enjoyment, or entertainment 6. enough (deteras much as is necessary; in the amount or miner) to the degree needed

ƠN

Form 1. cheer (v)

Pronunciation /tʃɪər/ /straɪk/

/ˈlʌki ˈmʌn.i/ /ˈkʌstəm/ /fʌn/ /ˈlændskeɪp/

Materials (referenced) - Grade 6 textbook, Unit 6, Skills 1 - Pictures, handout, strips of paper - sachmem.vn

Solutions Provide students with the meaning and pronunciation of words.

2. Students may have underdeveloped reading, speaking and co-operating skills.

DẠ Y

KÈ

Anticipated difficulties 1. Students may lack knowledge about some lexical items.

481

- Define expectation in explicit detail. - Have excessive talking students practice. - Continue to define expectations in small chunks (before every activity).

Board Plan

OF F

Date of teaching Unit 6: Our Tet holiday Lesson 5: Skills 1

IC IA

3. Some students will excessively talk in the class.

KÈ

ƠN

* Warm-up Word cloud I. Reading: * Vocabulary: 1. cheer (v) 2. strike (v) 3. lucky money (n) 4. custom (n) 5. fun (n) 6. enough (determiner) Task 1: Matching Task 2: Read the passages and decide who says sentences 1 – 5. (p. 64) * Test your memory: Grab the words – Game II. Speaking: Task 3: Work in groups. These are some activities from the reading passages in Task 1. Tell your group if you do them during Tet. (p. 64) Task 4: Work in groups. Read the list and discuss what you should or shouldn‟t do at Tet. (p. 64) * Homework

Stage aim

Warm-up

To introduce the topic of reading.

DẠ Y

Stage

Procedure * Word cloud - Teacher tells students that they have 20 seconds to look at a picture, and they have 482

Interaction T-Ss

Time 2 mins

L IC IA

OF F

to find how many words there are on the picture and also find what these words are.

To lead in the lesson about Skills 1.

- Teacher leads students into the lesson by asking students some questions: 1. Do all these three countries celebrate the lunar new year? 2. Do you know how they celebrate the New year? - Teacher invites some students to share their answers and accept all reasonable answers. - Teacher tells students that they are going to read about how these countries celebrate the New year.

DẠ Y

KÈ

Lead in

ƠN

- Teacher invites some students to share their answers. Answers key: 1. The United States 2. Vietnam 3. China

483

T-Ss

3 mins

NH Y QU M KÈ DẠ Y

484

7 mins

IC IA

Pair work

OF F

VOCABULARY Task 1: Matching. - Teacher asks students to work in pairs to finish the matching handout. - Teacher asks students to underline the words passages A, B, C in the text on page 64, and read the sentences including these words to find out their meanings. A 1. cheer (v) /tʃɪər/ 2. strike (v) /straɪk/ 3. lucky money (n) /ˈlʌki ˈmʌni/ 4. custom (n) /ˈkʌstəm/ 5. fun (n) /fʌn/ 6. enough (determiner) /ɪˈnʌf/ B a. tiền lì xì b. đánh, điểm c. sự vui đùa, vui vẻ d. chúc mừng e. đủ f. phong tục Answers key: 1 – d; 2 – b; 3 – a; 4 – f; 5 – c; 6 – e - Teacher invites some groups to share their answers, and show the correct answers. - Teacher gives the correct pronunciation of each word and asks

ƠN

Pre-reading - To provide stu(Pre-teach vodents with cabulary) some lexical items before reading the text. - To let students find out the meanings of these lexical items themselves based on provided context.

T-Ss T-Ss

1 2 3

10 mins

T- Ss

OF F

To develop read- Task 2: Read the ing skill for spe- passages and decide cific information. who says sentences 1 – 5. (p. 64) * Scanning: Teacher reminds students on how to scan a text.

• Know what you are looking for. (read the questions and underline key words in each question) • Identify the key words in text and move quickly

ƠN

WhileReading

IC IA

students to listen and repeat.

• Read the rest of the text. (when you find key words, read the surrounding words to check your answers)

https://www.occupationalengl ishtest.org/test-guidescanning-reading/)

DẠ Y

KÈ

- Teacher asks students to work individually. - After the time is over, teacher asks students to compare their answers together, and discuss with each other if they don‟t have the same answers. - Teacher checks the answers in the whole class and asks for students‟ explanation. Answer key: 1. C 2. A 3. B 4. C 5. D

485

S Ss-Ss T-Ss

Ss-Ss

ƠN

NH Y QU M KÈ DẠ Y

Lucky money A cat‟s cry Fireworks Cooking together Visiting relatives Buying new clothes Going the pagoda A day full of fun Decorating the house Saying wishes Cheering and singing 486

5 mins

IC IA

* Test your memory – grab the words game. - Teacher divides students into groups of four. - Teacher asks students to close their textbooks and tells them that they are going to play a game to see who has the best memory and the fastest hand in their group. - Teacher gives each group 14 strips of paper, and tells the students the rule of the game:  Spead all the strips of paper on the table randomly  When the teacher says “Start”, quickly grab the strips of paper with the things appearing in the passage.

OF F

Post-Reading To check students‟ reading comprehension.

IC IA

ƠN

OF F

Answers key: Lucky money; A day full of fun; A cat‟s cry; Fireworks; Saying wishes; Cheering and singing; Rice; Lucky animals - After 1 minute, teacher asks students to open their books and check in groups to decide who is the winner. The winner is the one with the largest number of correct strips of paper. - Teacher shows the answers for the students to check one more time.

Dress beautifully Rice Lucky animals

5 mins

DẠ Y

KÈ

Pre-Speaking - To help revise what the students have learned in passages in Task 1 and practice talking about them. - To help students generate ideas for their speaking based on what they have read.

Task 3: Work in groups. These are some activities from the reading passages in Task 1. Tell your group if you do them during Tet. (p. 64) - Teacher draws students‟ attention to the example. - Teacher calls on one students to model the example. - Teacher asks students to work in groups of 4 to tell other members of the group what they 487

T-Ss

Group work

ƠN

* DISCUSSION Task 4: Work in groups. Read the list and discuss what you should or shouldn’t do at Tet. (p. 64) - Teacher draws students‟ attention to the example provied, and asks 2 students to model the conversation. - Teacher tells students that to form an opinion using should/ shouldn‟t, students have to decide whether each activity is good. - Teacher asks students to work in groups of 4 to talk in their groups and encourages them to use the languages from the example. - Teacher goes around the class and offers help if needed. - Teacher calls students

To help students use what they have learned so far to express judgement on what children should/shouldn‟t do at Tet.

DẠ Y

KÈ

WhileSpeaking

L IC IA Ss-Ss

OF F

do/don‟t do during Tet. Teacher encourages students to mention more activities than the ones listed in 3. - Teacher goes around and offers help if needed. - Teacher calls on some students to report the results of their group to the class.

488

T-Ss

Group work

Ss- Ss

7 mins

T-Ss

3 mins

OF F

- Teacher asks students whether they still remember Russ from the USA, and asks Ss to discuss freely in pair: - “What the children in the USA should or shouldn‟t do during the New Year?” - Teacher encourages students to freely express their opinion. - Teacher calls some students to report their opinion to the whole class. Note: There is no right or wrong for this question. Students can make guesses based on what they know.

Pair work

Ss-Ss

ƠN

Post-Speaking To provide students to use their own knowledge and the knowledge they have gained in the lesson today to talk in groups in a less controlled way.

IC IA

to share their opinions with the class.

To let students learn more about what children should/ shouldn‟t do during New Year days in the USA.

DẠ Y

KÈ

Homework

Consolidation To consolidate Teacher asks students to what students talk about what they have learnt in the have learnt in the lesson. lesson. Teacher asks students to search for information about what children should/ shouldn‟t do during New Year days in the USA.

489

T-Ss

2 mins

T-Ss

1 min

UNIT 6: OUR TET HOLIDAY

IC IA

Lesson 6: Skills 2 Lesson aim(s)

OF F

By the end of the lesson, students will be able to: - listen for specific information about preparations for Tet; - write an email about what people should/ shouldn‟t do at Tet. Materials (referenced)

Solutions Play the recording many times if any necessary. Encourage students to work in pairs, in groups so that they can help each other. Provide feedback and help if necessary. Define expectation in explicit detail. Have excessive talking students practise. Continue to define expectations in small chunks (before every activity).

Anticipated difficulties 1. Students may have underdeveloped listening, writing and co-operating skills.

ƠN

- Grade 6 textbook, Unit 6, Skills 2 - CD, cassette - sachmem.vn

DẠ Y

KÈ

2. Some students will excessively talk in the class.

490

ƠN

Preparing for Tet

OF F

* Warm-up Unjumble the words: REPPREA OFR ETT  PREPARE FOR TET I. Listening: *Brainstorm:

IC IA

Date of teaching Unit 6: Our Tet holiday Lesson 6: Skills 2

Board Plan

Procedure

To introduce * UNJUMBLE THE the topics of the WORDS listening, and - Teacher writes on the also arouse stuboard the jumbled dents‟ interest. words: REPPREA OFR ETT - Teacher asks students to unjumble the words on board. Those who find the words will be the

DẠ Y

KÈ

Warm-up

Stage aim

Stage

Task 1: Listen and tick the things you hear. (p. 65) Task 2: Listen again and answer the questions in one or two words. (p. 65) * Make a quiz for your friend. II. Writing: Task 3: Work in groups. Discuss and make a list of four things that you think children should and shouldn‟t do at Tet. (p. 65) Task 4: Complete the email, using your ideas in 3. (p. 65) * Homework

491

Interaction

Time 3 mins

T-Ss

* Brainstorm: - Teacher writes on the board and asks students how their family and they prepare for Tet.

L T-Ss

OF F

Pre-Listening To help students brainstorm ideas about Tet preparation.

IC IA

winner. - Teacher allows students to give their answers freely until someone find the answer. Answers key: PREPARE FOR TET

5 mins

- Teacher accepts all reasonable answers and writes on the board. Suggested answers:  Buy new clothes  Clean the house  Decorate the house - Teacher tells students that they are going to listen to Nguyen‟s letter to his pen-friend – Tom about how his family prepares for Tet.

- To help students develop listening skill for specific information. - To help students develop

Task 1: Listen and tick the things you hear. (p. 65) - Teacher asks students to read aloud the list of words, makes sure students produce them cor-

KÈ

Y M

ƠN

Preparing for Tet

DẠ Y

WhileListening

492

10 mins T-Ss

L IC IA S

OF F

listening skill rectly. This would help for specific them recognize the key information words when they are do(short-answer ing the listening. question). - Teacher plays the re- To help stucording one or two times dents combine (depending on students‟ listening and levels). writing at the - Teacher lets students same time. work individually. - Teacher asks students to compare their answers in pairs. - Teacher checks the answers as a class. Answer key: old things, peach flowers, new clothes, wishes

Ss-Ss

ƠN

T-Ss

DẠ Y

KÈ

Task 2: Listen again and answer the questions in one or two words. (p. 65) - Teacher asks students to read the questions carefully and underline keywords in each question to determine what information they need to answer the questions. - Teacher reminds students that: nouns; main verbs; wh-words; adjectives and adverbs are usually keywords. Key word nouns

mainverbs

wh-words adjectives adverbs

- Teacher models one 493

T-Ss

ƠN

DẠ Y

KÈ

Audio script: Dear Tom, Tet is coming and I‟m very happy. We do a lot of things before Tet. We throw some old things away. We clean and decorate our homes. My mother goes shopping and buys food, red envelopes, and peach flowers. She also buys new clothes for us. My father makes banh chung and cooks them on an open fire. He says that I should make some wishes at Tet, and I shouldn‟t break anything. It brings bad luck. 494

IC IA

T-Ss

OF F

question and asks students to do the same with the rest. 1. What do they throw away before Tet? - Teacher reminds students to pay attention to the WORD LIMIT. - Teacher plays the recording. - Teacher asks students to swap their answers in pairs before checking their answers as a class. Answer key: 1. old things 2. (their) homes 3. red 4. (my) father 5. anything

Ss-Ss

Pair work

6 mins

OF F

* Make a quiz for your friend. - Teacher puts students in pairs, and reminds students of the types of listening questions they usually see: - T/F; multiple-choice; short-answer question. - Teacher asks each students in a pair to write two questions for their partner based on what they remember about the listening. - After finish writing, students take turns to ask and answer in pairs. - Teacher walks around the class and provides help if needed. - After 2 minutes, teacher asks for the winner in each pair and praises them.

To help students brainstorm ideas for their email; and to review Tet vocabulary.

DẠ Y

KÈ

Pre-Writing

ƠN

Post-Listening To test students‟ memory for the listening text in a creative way; to check students‟ listening comprehension.

IC IA

Yours, Nguyen.

Task 3: Work in groups. Discuss and make a list of four things that you think children should and shouldn’t do at Tet. (p. 65) - Teacher divides students into groups of four to discuss and make a list of the things they think 495

6 mins

Group work

L IC IA T-Ss

Task 4: Complete the email, using your ideas in 3. (p. 65) - Teacher asks students to read what has been written in the incomplete email, and ask students to decide what will come in between the sentences. - Teacher lets students do this task individually. - Teacher walks around the class and offers help if needed.

10 mins

To peer check, - Teacher asks students to cross check and exchange their textbooks final check stuto check their friends‟ dents‟ writing. writing. - Teacher then calls one or two students to share their writing with the class. - Teacher gives feedback.

DẠ Y

KÈ

Post-Writing

While-Writing To help students complete an email talking about what people should/ shouldn‟t do at Tet.

ƠN

OF F

children should/shouldn‟t do at Tet. - Teacher guides students to write short phrases/ notes instead of full sentences here. - Teacher walks around and observes students‟ performances. If students come up with any new activities or things, teacher writes it on the board for other students to see and discuss.

496

Ss-Ss

T-Ss

2 mins

Imagine that you are Tom – Nguyen‟s pen friend. Write a letter back to Nguyen to tell him about what people should and shouldn‟t do in the New year in your country.

NH Y QU M KÈ DẠ Y

497

2 mins

T-Ss

IC IA

To allow students to write a letter in a more challenging way.

ƠN

Homework

Teacher asks students to talk about what they have learnt in the lesson.

OF F

Consolidation To consolidate what students have learnt in the lesson.

1 min

IC IA

Lesson 7: Looking back & Project

UNIT 6: OUR TET HOLIDAY Lesson aim(s)

Anticipated difficulties

DẠ Y

KÈ

2. Some students will excessively talk in the class.

Solutions

- Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practice. - Continue to define expectations in small chunks (before every activity).

1. Students may have underdeveloped speaking, writing and co-operating skills when doing project.

ƠN

Materials (referenced) - Grade 6 textbook, Unit 6, Looking back & Project - Handouts, a peach blossom tree - sachmem.vn.

OF F

By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 6; - apply what they have learnt (vocabulary and grammar) into practice through a project.

498

IC IA

Date of teaching Unit 6: Our Tet holiday Lesson 7: Looking back & Project

Board Plan

Warm-up

To revise the vocabulary related to the topic and lead in the next part of the lesson.

Procedure

* CROSSWORD - Teacher prepares a crossword game with a clue picture for each word. - Teacher divides students into groups. - The first group to finish the crosswords with all correct answers will be the winner.

M KÈ DẠ Y

Interaction

Clues: 499

Time 5 mins

Stage aim

Stage

ƠN

OF F

* Warm-up Crossword: things and activities at Tet. I. Looking back: Task 1: Match the verbs on the left with the nouns on the right. (p. 66) Task 2: Complete the sentences with the words/phrases in the box. (p. 66) Task 3: Tick the things a child should do and cross the things he/she shouldn‟t when visiting someone‟s house at Tet. Then write sentences using should/ shouldn‟t. (p. 66) Task 4: Read the passage and fill the blanks with some or any. (p. 66) II. Project: I WISH * Homework

Group work

IC IA

Across

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Down

ƠN

DẠ Y

KÈ

4. 500

L IC IA

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Answer key: 1. peach flowers 2. fireworks 3. lucky money 4. wish 5. clean the furniture 6. shopping 7. special food - Teacher checks the answers as a class.

T - Ss

ƠN

Task 1: Match the verbs on the left with the nouns on the right. (p. 66) - Teacher encourages students to complete the task individually. - Students exchange their textbooks to compare their answers together. - Teacher gives feedback to the whole class. Answer key: 1. D 2. C 3. E 4. A 5. B 6. F

Ss-Ss

T-Ss

DẠ Y

KÈ

Looking back To help students revise the vocabulary about things and activities at Tet.

To help students revise the vocabulary about Tet in context.

Task 2: Complete the sentences with the words/phrases in the box. (p. 66) - Teacher encourages students to complete the task individually. - Student exchange their 501

16 mins

M KÈ DẠ Y

To help stu-

L IC IA T-Ss

T-Ss

ƠN

Task 3: Tick () the things a child should do and cross (x) the things he/ she shouldn’t when visiting someone’s house at Tet. Then write sentences using should/ shouldn’t. (p. 66) - Teacher highlights the new situation of visiting someone else‟s house, a popular activity for children at Tet. - Teacher has students read the phrases first, tick or crosses each one as they wish. - Teacher lets students write the sentences individually. - Teacher calls on some students to say the sentences aloud and sees if others agree. - Teacher checks their answers as a class. - Teacher asks if students can suggest any other behaviours with should/shouldn‟t. Suggested answers: 1. He/she shouldn‟t enter a

To help students revise the use of should/ shouldn‟t in context; to let students learn how to behave well at other people‟s houses.

Ss-Ss

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textbooks to discuss the reasons why they are choosing the appropriate words/phrases. - Teacher gives feedback as a class discussion. Answer key: 1. lucky money 2. cleaning 3. Banh Chung 4. peach 5. gathering

502

Ss-Ss

T-Ss

L IC IA

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dents revise room without asking for the use of permission. some/ any in 2. He/she should ask to use context. the toilet. 3. He/she should ask to take things for a shelf. 4. He/she shouldn‟t make a lot of noise. 5. He/she should ask for some water if he/she feels thirsty.

KÈ

ƠN

Task 4: Read the passage and fill the blanks with some or any. (p. 66) - Students work individually. - Teacher asks students to look for clues in each sentence to decide which word to fill the blank. - Teacher asks students to swap their answers and check. - Teacher checks their answers as a class.

DẠ Y

Project

Answer key: 1. some 2. some 3. any 4. any 5. some 6. any

To allow * I WISH students to apply what they have learnt (vocabulary and grammar) 503

Ss-Ss

T-Ss

20 mins

T-Ss

IC IA

- Teacher sets the context that Tet is coming, and encourages students to think about their wishes. - Teacher asks students to get a small piece of paper. (Paper in different colours can give the tree a bright atmosphere.) - Teacher reminds students not to write their names on the paper. - Teacher draws students‟ attention to some wishes on the trees as examples. - Teacher allows students 3-5 minutes to write their wishes. - Teacher let students come up and hang their wishes on the tree. - When everybody is ready, call on some students to come and pick a random piece of paper, and read the wish aloud. The class can guess whose wish it is. - In the end, ask students to make a list of wishes they are most interested in so that they can share with their family when they return home.

Ss - Ss

KÈ

ƠN

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into practice through a project.

DẠ Y

Consolidation To consoli- Teacher asks students to talk date what about what they have learnt students in the lesson. have learnt in the lesson. 504

T-Ss

3 mins

DẠ Y

KÈ

ƠN

OF F

* Picture‟s source: From Internet

1 min

To give stu- Prepare for the next lesson: dents the op- Unit 7 – Lesson 1: Getting portunity to started. actively explore the content of the next lesson.

IC IA

Homework

505