Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 3: My friends

UNIT 3: MY FRIENDS Lesson 1: Getting started – My friends I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Have an overview about the topic My friends - Have vocabulary to talk about body parts and appearance to describe people’s appearance 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Be ready to describe classmates - Develop self-study skills II. Materials - Grade 6 textbook, Unit 3, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equipvalent 1. glasses (n) /ˈɡlɑːsɪz/ things people wear when they have eyes’ problems mắt kính 2. cheek (n) /tʃiːk/ the parts under people’s eyes má 3. foot (n-s)/feet (n-p) /fʊt/ - /fiːt/ ​the body part we use to stand on bàn chân Anticipated difficulties Solutions 1. Students may be lack of knowledge about body parts and structures to describe people’s appearance. Prepare some handouts on vocabulary and structures to describe people’s appearance 2. Students may have underdeveloped listening, speaking and co-operating skills. 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 Board Plan Date of teaching Unit 3: My friends Lesson 1: Getting started * 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 à do Ex. 3 Task 5: Work in groups of 3-4 to do Ex. 4 III. Production Task 6: Game: Describe and guess * Homework Procedures: Stage Stage aim Procedure Interaction Time Warm-up to review on people’s body parts, recall Ss vocabulary. * 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. Link: https://www.youtube.com/watch?v=YGi3f_fHIzg Lyrics: Body body bop bop! Body bop bop! Body body bop bop! Body bop bop! Wash your head. Wash your shoulders. Body body bop bop bop! Wash your tummy. Wash your bottom. Body body body body bop! Body body bop bop! Body bop bop! 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! 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! Bop bop bop! T-Ss 5 mins Lead-in To lead in the topic. Task 1: Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture: What are Phong and Nam doing? What is Phong favourite magazine? Who do Phong and Nam see? Where are the two girls going? Suggested answers: They are having a picnic. It’s They see They are going to T-Ss 3 mins Presentation (Vocab- pre-teach) To enrich student’s vocabulary 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] T-Ss 5 mins Practice To practice the targeted language (adjectives) and the background knowledge. 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 à do Ex. 3. Teacher has students go to the board to stick the right 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. T-Ss Pair work T-Ss T- Ss S T-Ss Group work 20 mins Production To use the vocaburaly and structure in real life context. 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. 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 prepare vocabulary for the next lesson: A closer look 1. Write some sentences to describe at least 3 classmates. T-Ss 1 min UNIT 3: MY FRIENDS Lesson 2: A closer look 1 I. Objectives By the end of this lesson, students will be able to gain: 1. Knowledge - Use vocabulary and structures about body parts, appearance and personality - Correctly pronounce the sound /p/ and /b/ in isolation and in context. 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 share ideas among classmates. - Develop self-study skills II. Materials - Grade 6 textbook, Unit 3, A closer look 1 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. confident (adj) /ˈkɒnfɪd(ə)nt/ believe in one’s self tự tin 2. caring (adj) /ˈkeərɪŋ/ care about others quan tâm 3. active (adj) /ˈæktɪv/ ​full of energy năng động 4. careful (adj) /ˈkeə(r)f(ə)l/ always do things without mistakes cẩn thận 5. creative (adj) /kriˈeɪtɪv/ have many interesting ideas sáng tạo 6. shy (adj) /ʃaɪ/ = reserved >< cruel/evil, = good, caring tốt bụng 8. clever (adj) /ˈklevə(r)/ = intelligent/smart thông minh Anticipated difficulties Solutions 1. Students may be lack of knowledge about personalities. Prepare some antonyms so that students can guess correctly the meaning of the new vocabulary 2. Students may have underdeveloped listening, speaking and co-operating skills. 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 Board Plan Date of teaching Unit 3: My friends Lesson 2: A closer look 1 * Warm-up “Simon says” game à Lead in I. Vocabulary 1. confident (adj) 2. caring (adj) 3. active (adj) 4. careful (adj) 5. creative (adj) 6. shy (adj) 7. kind (adj) 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 Task 4: Pronunciation: /b/ vs /p/. Listen and repeat. Task 5: Practice the chant. III. Production Task 6: Game: “Up and down” * Homework Procedures Stage 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 To lead in the topic. Lead in: How can we describe our friends’ personalities? Teacher asks students to say some personalities: Suggested answers: funny, active, lazy, hard-working, Task 1: Matching. Students work in pairs to match the words with the correct pictures: à Check (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) T-Ss 6 mins Presentation (Vocab- pre-teach) 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. T-Ss 9 mins Practice To practice the targeted language (adjectives) and the background knowledge. To practice the targeted language (adjectives) and the background knowledge verbally 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 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. S Ss T-Ss Group work T-Ss 15 mins Practice To help students practice pronunciation the sound in words. PRONUNCIATION 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. Task 5: Listen. Practice the chant. Teacher plays the recording twice. Students practice with a partner. T-Ss S T-Ss Ss-Ss Production To recognise the targeted vocabulary and sounds. 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 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. T-Ss Group 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 2 mins Homework To prepare vocabulary for the next lesson: A closer look 2. Do the exercises in the workbook. T-Ss 1 min UNIT 3: MY FRIENDS Lesson 3: A closer look 2 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use the present continuous to talk about things happening now; - Ask about appearance and personality 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 3, A closer look 2 - Computer connected to the internet - Projector/ TV/ pictures and set of word cards - sachmem.vn Language analysis Form Example S + am/ is/ are + V-ing She is playing basketball in the garden. S + am not/ isn’t/ aren’t + V-ing They are not going to school at the moment. Am/ Is/ Are + S + V-ing? Are you having lunch? Wh + am/ is/ are + S + V-ing? Why is he standing over there? Anticipated difficulties Solutions 1. Students may lack knowledge and experiences about the topic. Prepare some hand-outs in which key language of the key language of describing personalities. 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 3: My friends Lesson 3: A closer look 2 * 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 Procedures Stage Stage aim Procedure Interaction Time Warm-up To activate students’ prior knowledge and vocabulary related to the targeted grammar of present continuous and to increase students interest. * Game: Sentence puzzling 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. Suggested answers: 1. She is learning English now. 2. His dog is eating dinner. 3. Phong and Trang are talking. 4. Susan isn’t playing the piano. 5. My parents are visiting me. Group work 5 mins Lead-in To introduce targeted grammar of present continuous. Task 1: Teacher explicits the forms. Teacher draws students’ attention to the 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: T-Ss 5 mins Presentation To help students get to know the use of present continuous. 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. T-Ss Ss-Ss 10 mins Practice To give students opportunities to use present continuous correctly in context. 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 discussion. 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. Ss-Ss T- Ss Ss-Ss 12 mins Production To help students distinguish and use correctly present simple and present continuous. 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 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) _______? 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: A B B A B T-Ss 10 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 2 mins Homework Reactivate the knowledge that students have gained in the Kahoot game. Do Exercise 4, write the answers on your notebooks. T-Ss 1 min UNIT 3: MY FRIENDS Lesson 4: Communication  I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Ask and answer about people’s appearance and personalities - Practice to talk about people’s appearance and personalities. 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 share ideas among classmates. - Develop self-study skills II. Materials - Grade 6 textbook, Unit 3, Communication - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis How to ask about appearance and personality: Form Example the structure to ask about appearance: * What + do/does + S + look like? What does your best friend look like? - the structure to ask about personality: * What + be + S + like? What’s she like? Anticipated difficulties Solutions 1. Students may lack knowledge of dates and months. Provide students with information about dates and months. 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. 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 Date of teaching Unit 3: My friends Lesson 4: Communication * 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 Procedures Stage Stage aim Procedure Interaction Time Warm-up To introduce the topic.  * BINGO Teacher asks students to make a table into their notebooks and fill in with different personalities. active clever kind Teacher reads out loud 9 personalities. The student has a line of 3 can shout: BINGO. Teacher checks the answer. T-Ss 5 mins Lead-in To lead in the lesson. 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”. T-Ss 1 mins * EVERYDAY ENGLISH Presentation To introduce question to ask about people appearance and personalities. Task 1: Work in pairs to make similar dialogues about their best friend. Play the recording for 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. à 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 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. à 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. T-Ss 15 mins Practice To practice talking about appearance and personalities. 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. Answer key: Vinh: clever, hard-working John: creative, kind Ss-Ss T-Ss 8 mins Production To apply the knowledge about asking for people’s appearance and personalities. 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. T-Ss Ss-Ss 5 mins To help students get used to talking about people’s appearance and personalities. 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 groups to share their answers. Teacher invites some students to share their opinion with the class. Ss-Ss T-Ss 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 2 mins Homework To prepare for the project of Lesson 7. Prepare a picture/ photo of your friend for Lesson 7. T-Ss 1 min UNIT 3: MY FRIENDS Lesson 5: Skills 1 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Read for specific information about friends and summer camps; - Talk about friends and summer camps; 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 3, Skills 1 - Computer connected to the internet - Projector/ TV - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. superb (adj) /sʊˈpɜː(r)b/ the highest quality siêu đẳng 2. perfect (adj) /ˈpɜː(r)fekt/ as good, correct, or accurate as it is possible to be hoàn hảo 3. leadership (n) /ˈliːdə(r)ʃɪp/ ​the skill that allow a person to help and guide others kĩ năng lãnh đạo 4. field trip (n) /fiːld trɪp/ a visit to a place that gives students the chance to study something in a real environment chuyến tham quan Anticipated difficulties Solutions 1. Students may be lack of knowledge about body parts and structures to describe people’s appearance Prepare some handouts on vocabulary and structures to describe people’s appearance. 2. Students may have underdeveloped listening, speaking and co-operating skil