Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 4: My neighbourhood

UNIT 4: MY NEIGHBOURHOOD Lesson 1: Getting started – Lost in the old town! I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Get an overview about the topic My neighbourhood - Use vocabulary to talk about different places and show directions to these ones 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 - Develop self-study skills II. Materials - Grade 6 textbook, Unit 4, Getting started Computer connected to the internet. - Projector/ TV/ pictures and cards - sachmem.vn Language analysis  Form Meaning Pronunciation Vietnamese equivalent 1. neighbourhood (n) the area that you are in or the area near a particular place /ˈneɪbəhʊd/ khu vực lân cận 2. to be/ get lost when you cannot find the way or don’t know where you are in a neighbourhood /tuˈbɪ/ /get lɒst/ đi lạc Anticipated difficulties Solutions 1. Students may lack knowledge and experiences about the topic. 2. Teacher should get some general knowledge of Hoi An and Tan Ky House. Prepare some hand-outs 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 Viet Nam. 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 be an important trading port which attracted a large 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. Board Plan Date of teaching UNIT 4: MY NEIGHBOURHOOD Lesson 1: Getting Started – Lost in the old town! * 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: Procedure Stage Stage aim Procedure Interaction Time Warm-up To set the context for the listening and reading text. * Chitchatting: Teacher shows some images of Hoi An on the screen and asks students some open questions: “Do you know where it is?” T-Ss T-Ss 5 mins To introduce the topic of the unit. “Have you ever been to Hoi An?” “Do you remember anything special in Hoi An?” Lead-in 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 (Vocab pre-teaching) To introduce the new words. * Vocabulary: Teacher introduces the vocabulary: neighbourhood (n): vùng lân cận (explanation) to be/ get lost: bị lạc (situation) T-Ss 5 mins Practice To practise the targeted language and the background knowledge of my neighbourhood. - To help students know how to use Let’s and Shall to make suggestions. - To help students know how to give directions through the conversation. 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 picture and answer some questions: What are Nick, Phong and Khang doing? Where are they?  What might be happening to them? Have you ever got lost? How did you feel? What did you do? 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 predictions 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 Task 2: How to make suggestions. Teacher asks students to look at the photo 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. 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 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. Have students quickly match each direction with the diagram. Check their answers 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 T-Ss T-Ss Ss T-Ss Ss-Ss S T-Ss T-Ss Ss-Ss T-Ss 15 mins Production To help students practise giving directions. 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 necessary. 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. Ts-Ss Pair work T-Ss 15 mins 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 words related to the topic. T-Ss 2 mins Homework To prepare vocabularies for the next lesson: A closer look 1. Go to the internet and search for the places in the neighbourhood. T-Ss 1 min UNIT 4: MY NEIGHBOURHOOD Lesson 2: A closer look 1 I. Objectives By the end of this lesson, students will be able to gain: 1. Knowledge - Use: + the lexical items related to the topic My neighbourhood + vocabulary and structures to talk about and describe places in a neighbourhood - Identify and pronounce the sounds /ɪ/ and /i:/ 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be responsible and hard working - Develop self-study skills II. Materials Grade 6 textbook, Unit 4, A closer look 1 Computer connected to the internet TV/ Projector/ Pictures/ Cards sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. square (n) an open area in a town, usually with four sides, surrounded by buildings /skweə/ quảng trường 2. cathedral (n) the main church of a district, under the care of a bishop /kəˈθiːdrəl/ thánh đường 3. railway station (n) a place with one or more buildings and platforms where trains stop for people to get on or off /ˈreɪlweɪ ˈsteɪʃən/ nhà ga xe lửa 4. crowded (adj) having a lot of people or too many people /ˈkraʊdɪd/ đông đúc 5. peaceful (adj) quiet and calm; not worried or upset in any way /ˈpiːsfl/ thanh bình 6. modern (adj) new and intended to be different from traditional styles /ˈmɑːdərn/ hiện đại 7. boring (adj) not interesting; making you feel tired and impatient /ˈbɔːrɪŋ/ buồn chán Anticipated difficulties Solutions 1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of some lexical items. 2. Students may have underdeveloped listening, speaking 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. 3. Some students will excessively talk in the class. Define expectation in explicit detail. Have excessively talkative students practise. Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 4: MY NEIGHBOURHOOD Lesson 2: A closer look 1 * 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 Procedure Stage Stage aim Procedure Interaction Time Warm-up To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation. 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 T-Ss 5 mins Lead-in To lead in the lesson about vocabulary and pronunciation. 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 1 min Presentation (Vocab pre-teaching) To teach students some places and adjectives describing ones in a neighbourhood. VOCABULARY Teacher introduces the vocabulary by: providing the synonyms or antonyms 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 * Check: Rub out and Remember T-Ss 5 mins Practice To help students name places in a neighbourhood. To help students practise asking and answering about places in a neighbourhood. To revise the adjective students learnt in primary school and help them practise asking and answering about places in a neighbourhood. Task 1: Match the places below with the pictures. Then listen, check and repeat the words. Teacher asks students to match the places with 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 students to repeat the words/ phrases chorally and individually. Answer key: 1. C 2. E 3. D 4. A 5. B 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 one or any places they want to ask. Teacher calls some pairs to practise in front of the class. Teacher gives feedback and corrections (if necessary). Task 3: Work in groups. Ask and answer about your neighbourhood. You can use the adjectives 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 practise in front of class. Teacher may ask other students to give comments. T-Ss Ss T-Ss T-Ss T-Ss Pair work Ss-Ss T-Ss Group work T-Ss 15 mins Presentation (Pre-teach the sounds /i/ and /i:/) To help students identify how to pronounce the sounds /i/ and /i:/. PRONUNCIATION Teacher introduces 2 sounds /i/ and /i:/ to students and lets them watch a video about 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, T- Ss 5 mins Practice To help students identify and practice the /i/ and /i:/ sounds. To help students practise the sounds /i/ and /i:/ in sentences. Task 4: Listen and repeat the words. Pay attention to the sounds /i/ and /i:/. Teacher asks students to practise the sounds /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 /i:/ clean, peaceful, convenient, cheap Task 5: Listen and practise the chant. Notice the sounds /i/ and /i:/. Teacher asks students to listen while teacher 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. Teacher has groups sing alternate lines. T-Ss Pair work T-Ss 5 mins Production To give students chance to apply and challenge what they have learnt with more difficult task. Game: Tongue Twister Teacher shows the Tongue Twisters and asks students to practise in groups of 4. 1. He took a chilly dip six feet deep in the sea. He says it keeps him fit. 2. He thinks he's slick in his sleek wheels meeting and greeting the elite. Students practise 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. Group work Ss-Ss 5 mins Consolidation 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. Find 5 more words with the sound /i/ and 5 more words with the sound /i:/. Write them down and practise pronouncing the words. T-Ss 1 min UNIT 4: MY NEIGHBOURHOOD Lesson 3: A closer look 2 Comparative adjectives I. Objectives By the end of this lesson, students will be able to gain: 1. Knowledge - Grammar: Use comparative adjectives Positive Comparative Rule one syllable fast faster + er large larger + r two syllables noisy noisier y → ier modern more modern more + adj three or more syllables expensive more expensive more + adj * than is used to make comparisons. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities Be benevolent, responsible and hard working. II. Materials Grade 6 textbook, Unit 4, A closer look 2 Computer connected to the internet. TV/ Projector/Pictures, sets of word cards. sachmem.vn Language analysis  Grammar Box: Comparative adjectives Positive Comparative Rule one syllable fast faster + er large larger + r two syllables noisy noisier y → ier modern more modern more + adj three or more syllables expensive more expensive more + adj * than is used to make comparisons. Anticipated difficulties Solutions 1. Students may find hard to distinguish short and long adjectives. Prepare some adjective cards in groups, highlight the syllables in each adjective, let students count the syllables. 2. Some students will not get used to making sentences using the form of comparatives.  Encourage students not to be afraid of making mistakes. Correct them, lead them step-by-step. Practice makes perfect.   Board Plan Date of teaching UNIT 4: MY NEIGHBOURHOOD Lesson 3: A closer look 2 Comparative adjectives * 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: Procedure Stage Stage aim Procedure Interaction Time 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. C L E V E R B U S – S T O P T E M P L E P E A C E F U L C A T H E D R A L S Q U A R E N O I S Y E X P E N S I V E C O N V E N I E N T M O D E R N T-Ss Group work 5 mins Lead-in To introduce targeted grammar of comparison. Teacher asks students how they understand the key word COMPARISON. 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. T-Ss 2 mins Presentation 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 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 è 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” T-Ss Ss 15 mins To help students practise forming the correct comparative form of adjectives. 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: hotter smaller older wider more delicious cheaper T-Ss 10 mins Production To give students further practice on using comparative adjectives. 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 showing some students’ sentences to the whole class. Ask students to give comments and correct any mistakes if possible. Task 4: Work in groups and compare life in the city with life in the country. Teacher uses 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. T-Ss T-Ss Group work 10 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have 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. T-Ss 2 mins Homework To prepare for the next lesson - Communication. Do Exercise 3 and Exercise 4, write the answers on your notebook. 1 min UNIT 4: MY NEIGHBOURHOOD Lesson 4: Communication I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Vocabulary: use the lexical items related to the topic My neighbourhood - Everyday English: ask for and give directions in a neighbourhood 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Be benevolent and responsible II. Materials Grade 6 textbook, Unit 4, Communication Computer connected to the internet TV/ Pictures/ Projector sachmem.vn Language analysis Anticipated difficulties Solutions 1. Students may lack knowledge about some landmarks. 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. 3. Some students will excessively talk in the class. Define expectation in explicit detail. Have excessively talkative students practise. Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 4: MY NEIGHBOURHOOD Lesson 4: Communication * 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 and create an audio guide for District 1 of Ho Chi Minh City. Task 5: Present your audio guide to your class. * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To introduce the topic. 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. T-Ss Ss-Ss 3 mins Lea