Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 1: My new school

UNIT 1: MY NEW SCHOOL Lesson 1: Getting started – A special day I. Objectives By the end of this lesson, students will be able to gain: 1. Knowledge - An overview about the topic My new school - Vocabulary to talk about school things 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be ready to make new friends at school - Develop self-study skills II. Materials - Grade 6 textbook, Unit 1, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. subject (n) /ˈsʌbdʒekt/ the thing that is being studied môn học 2. uniform (n) /ˈjuːnɪfɔːm/ a set of clothes that has to be worn by the members of the same group of people đồng phục 3. calculator (n) /ˈkælkjəleɪtər/ an electronic device used for mathematical processes máy tính (cầm tay) Anticipated difficulties Solutions Students may lack experience of group/ team work. - Encourage students to work in groups so that they can help each other. - Give short, clear instructions and help if necessary. Board Plan Date of teaching Unit 1: My new school Lesson 1: Getting started * Warm-up Memorising game I. Vocabulary subject (n) uniform (n) 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 Procedures Stage Stage aim Procedure Interaction Time Warm-up To activate students’ knowledge on the topic of the unit. To set the context for the listening and reading part. To enhance students’ skills of cooperating with team mates. * Memorising game: - Teacher divides class into 2 teams. - Teacher asks students to close the books, shows the picture (pages 6 and 7) and asks them to memorise every detail in the picture 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? 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. Team work 5 mins Presentation (Vocab – pre-teach) - To provide students with vocabulary. - To help students well-prepared for the listening and reading tasks. 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 Practice To have students get to know the topic. - To have students get specific information of the text. To check students understanding of the conversation and help students use the words in context. - To help students get further comprehension of the text. To provide students vocabulary. - To check students’ vocabulary and improve group work skill. Task 1: Listen and read. - Teacher plays the recording twice. - Students listen and read. - Teacher checks students’ prediction. - Teacher calls 3 students to read the conversation aloud. 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 Task 3: Write one word from the box in each gap. - Teacher has students read the conversation again, work independently to put a suitable word from the box to fill in the gap. - Teacher calls one student to share his/ her answer on the board. - Teacher asks students to look at the board, check their mates’ answers. Answer key: 1. wear 2. has 3. go 4. uniforms 5. subjects 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. Task 5: Write names of the things you can see around the class in your notebook. - Students work in groups of four to look around the class and write down 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 T-Ss Ss-Ss T-Ss S T-Ss Ss-Ss T-Ss Ss-Ss Group work 5 mins 7 mins 5 mins 7 mins 6 mins Wrap-up To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To review the lesson and prepare for the next lesson. - Do exercises in the workbook. - Think of activities students can do at school. T-Ss 2 mins UNIT 1: MY NEW SCHOOL Lesson 2: A closer look 1 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - 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/. 2. Core competence - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities 3. Personal qualities - Be ready to join some school activities. - Develop self-study skills II. Materials - Grade 6 textbook, Unit 1, A closer look 1 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. science (n) /ˈsaɪəns/ a particular subject that is studied using scientific methods. khoa học 2. exercise (n/v) /ˈeksəsaɪz/ physical activity that you do to make your body strong and healthy. Bài tập/ tập thể dục Anticipated difficulties Solutions Students may have difficulties in distinguishing two sounds /ɑː/ and /ʌ/. Provide students some tips by identifying the letters may include each sound. 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 Date of teaching Unit 1: My new school Lesson 2: A closer look 1 * 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 Procedures Stage Stage aim Procedure Interaction Time Warm-up - To activate students’ prior knowledge and vocabulary related to the topic. - To enhance students’ skills of cooperating with team mates. * Game: Hot seat - Teacher divides students into 2 teams. Each team has a member 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. Answer key: play football listen to music skip rope drink water watch TV play video games Team work 5 mins Presentation (Vocab – pre-teach) To enrich students’ vocabulary. VOCABULARY - Teacher introduces the vocabulary by: + providing explanations of the words; + showing picture illustrating the word. science (n) [picture] 2. exercise (n/v) [explanation] T-Ss 3 mins Practice To teach students some activities they can do at school. To help student identify which nouns go after which verbs to make names of school activities. To help students use the vocabulary in context. 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. 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: play do football music homework exercise have study school lunch lessons 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 possible. 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: homework football lessons exercise science T-Ss Pair work T-Ss S Ss-Ss T-Ss 16 mins Presentation (Pre-teach the sounds /ɑː/ and /ʌ/) To help students have concept and identify the sounds /ɑː/ and /ʌ/. PRONUNCIATION - Teacher introduces 2 sounds /ɑː/ and /ʌ/ to students and lets them watch a video about how to pronounce these two sounds. https://www.youtube.com/watch?v=1F47WdIjn5U https://www.youtube.com/watch?v=zUpF0pYoTZ8 - Teacher asks students to give some words they know containing these sounds. Suggested answers: - /ɑː/: car, start, after, party - /ʌ/: cut, one, country - Teacher draws students’ attention to the letters containing the sounds and helps them identify the sounds. T- Ss 5 mins Practice To help students identify and practise the /ɑː/ and /ʌ/ sounds. To help students practise the sounds /ɑː/ and /ʌ/ in sentences. Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/. - Teacher asks students to listen and repeat. - Students work independently. 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. T-Ss Pair work T- Ss 6 mins Production To give students a chance to apply what they have learnt. * Game: Who is faster? - Teacher divides students into groups of four, gives each group a piece of paper, asks them to write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/. (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. Group work 5 mins Wrap-up To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To revise what they have learnt. - Rewrite the sentences into notebooks. - Find 3 more school activities that have the sound /ɑː/ or /ʌ/. T-Ss 2 mins UNIT 1: MY NEW SCHOOL Lesson 3: A closer look 2 The present simple I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use the present simple tense 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Exchange personal information with friends and be friendly at school. - Develop self-study skills II. Materials - Grade 6 textbook, Unit 1, A closer look 2 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Example S + Vinf/ V(s/es) + . 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? Anticipated difficulties Solutions 1. Students may find confused when to use the present simple tense. 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. Board Plan Date of teaching Unit 1: My new school Lesson 3: A closer look 2 * 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 Procedures Stage Stage aim Procedure Interaction Time Warm-up - To activate students’ prior knowledge related to the targeted grammar of present simple tense. - To increase students’ interest. - To enhance students’ skills of cooperating with team mates. * Game: Sentence puzzling - Teacher divides the 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. Suggested sentences: 1. Peter lives near his school. 2. We go to the same school. 3. They have new subjects. 4. We always look smart in our uniforms. Group work 5 mins Lead in To introduce the targeted grammar of the present simple tense. - Teacher draws students’ attention to the form of the sentences created in the game and asks them whether they know the target tense. T-Ss 2 mins Presentation - To have students get to know about the present simple tense. To help students understand the use of the present simple tense. - To check students’ understanding of the present simple tense To have them use the grammar in context. To lead in and activate student’s knowledge on adverbs of frequency. - To provide students the adverbs of frequency, and help them understand the difference in frequency of the adverbs. - To have the students use the adverbs of frequency in context. 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 + 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. -- Teacher gives students some time to study the grammar box. 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. Answer key: has Do you have like Does Vy walk ride go 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. 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 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. T-Ss S Pair work S T-Ss T-Ss T-Ss 22 mins Practice To give students opportunities to use the present simple tense with adverbs of frequency correctly in context. 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 S Ss-Ss 4 mins Production To help students distinguish and use correctly the present simple tense. - To improve cooperative skill. Task 6: Work in pairs. Make questions then interview your partner. - Teacher has students work on the Ex. 5, p. 10 in pairs. - Teacher checks the answers 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 may add more questions if necessary) then interview each other. The team with higher score is the winner. 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: Do you like your new school? Do you often ride your bicycle to school? Do you sometimes study in the school library? Do your friends usually go to school with you? Do you usually do your homework after school? How often does your mother pick you up from school? Pair work Team work 7 mins Wrap-up To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To review the knowledge that students have gained in this lesson. Make 5 sentences in the present simple tense, using adverbs of frequency. T-Ss 1 min UNIT 1: MY NEW SCHOOL Lesson 4: Communication I. Objectives By the end of this lesson, students will be able to: 1. Knowledge 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 2. Core competence - Develop creativity and communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be ready to introduce someone. - Understand more about good qualities of a good friend and try to be a good friend. II. Materials - Grade 6 textbook, Unit 1, Communication - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. classmate (n) /ˈklɑːsmeɪt/ someone who is in the same class with you at school bạn cùng lớp 2. share (v) /ʃeər/ to divide food, money, goods and give parts of it to someone else chia sẻ Anticipated difficulties Solutions 1. Students may have underdeveloped 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. 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). Board Plan Date of teaching Unit 1: My new school Lesson 4: Communication * 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 Procedures Stage Stage aim Procedure Interaction Time Warm-up - To introduce the topic. - To enhance students’ skills of cooperating with team mates. * 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 that gives more correct names is the winner. Tom and Jerry Woody and Buzz Lisa and Rose Spongebob and Patrick Harry Potter and Hermione Granger Leonardo DiCaprio and Tobey Maguire Team work 5 mins Lead-in 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 * EVERYDAY ENGLISH Presentation To prepare students with vocabulary. To introduce the structure of introducing someone. 1. PRE-TEACH VOCABULARY: - 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? 2. SENTENCE STRUCTURE: INTRODUCING SOMEONE Task 1: Listen and read 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. T-Ss T-Ss 3 mins 4 mins Practice To practice the structure of introducing someone. Task 2: Work in groups. Practise introducing a friend to someone. - Teacher asks students to work in groups of four, introducing themselves to the group members, using structures above. - Teacher calls some students to introduce their new friends to the whole class. - Teacher gives feedback and corrections (if necessary). Group work T-Ss 5 mins * NEW FRIENDS AT SCHOOL Practice To identify questions people should ask when they first meet. To identify qualities of a good friend. Task 3: Read and tick the questions you think are suitable to ask a new friend at school. - Teacher has students discuss in groups of four, then asks them to add 2 more questions to the list. - Teacher checks with the whole class. Task 4: Friendship quiz. Students work independently and do the quiz in Ex. 4, p. 11. Group work T-Ss S 14 mins Production To apply the knowledge they have learnt in this lesson. Task 5: Work in groups. Take turns to interview the others, use the questions above. - Teacher ask students to move to places of classmates they haven’t got acquainted yet, form a new group and interview the new mates, then give feedback on their mates. - Teacher calls some groups to make models. Group work 8 mins Wrap-up To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To review what students have learnt in the lesson. Write down the results and feedback of the previous interviews. T-Ss 1 min UNIT 1: MY NEW SCHOOL Lesson 5: Skills 1 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge 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