Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 9: Cities of the world

UNIT 9: CITIES OF THE WORLD Lesson 1: Getting Started – What nice photos! I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic Cities of the World - Use the vocabulary and structures to describe cities and landmarks 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 9, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. rainy (adj) having or bringing a lot of rain /ˈreɪni/ trời có mưa 2. crowded (adj) having a lot of people or too many people /ˈkraʊdɪd/ đông đúc 3. beautiful (adj) having beauty; giving pleasure to the senses or to the mind /ˈbjuːtɪfl/ xinh đẹp 4. interesting (adj) attracting your attention because it is/they are special, exciting or unusual /ˈɪntrestɪŋ/ thú vị 5. exciting (adj) ​causing great interest or excitement /ɪkˈsaɪtɪŋ/ hào hứng 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 tourist attractions. 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. Board Plan Date of teaching UNIT 9: CITIES OF THE WORLD Lesson 1: Getting started * Warm-up Matching game: Cities and Continents I. Vocabulary 1. rainy (adj) 2. crowded (adj) 3. beautiful (adj) 4. interesting (adj) 5. exciting (adj) II. Practice Task 1: Listen and read. Task 2: Write the names of the cities in the correct places. Task 3: Read the conversation again and match the cities with the adjectives describing them. Task 4: Match the cities with their landmarks. Task 5: Game – What city is this? * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up - To set the context for the listening and reading text. - To introduce the topic of the unit. - To enhance students’ skills of cooperating with team mates. * Matching game: - Teacher divides students into 5 groups and delivers a set of 10 pictures about cities in 5 continents. - Each group will be assigned the name of the 5 continents. - Students will have to pick up the pictures and stick them to their appropriate continent. - The group which completes the given task the fastest and correctly will be the winner. Answer key: Group 1: Africa Casablanca Cairo Group 2: America New York Rio De Janeiro Group 3: Asia Hoi An Singapore Group 4: Europe Venice Paris Group 5: Oceania Sydney Melbourne Group work 5 mins Lead-in To lead in the topic of cities and their landmarks. Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture to introduce the land: What are Mai and Tom doing? What are they looking at? What is the name of the city? What landmark is in the picture? Suggested answers: They are talking to/ discussing with each other. They are looking at the computer screen/ some photos/ pictures about places around the world. It’s Sydney in Australia. It’s the Opera House. T-Ss 2 mins Presentation (Vocab- pre-teach) - To intruduce the vocabulary apprearing in the next. - To help students well-prepared for the listening and reading tasks. 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. rainy (adj): [picture] 2. crowded (adj): [picture] 3. beautiful (adj): [picture] 4. interesting (adj): [synonym] à fascinating (adj) 5. exciting (adj): [antonym] à unexciting (adj) rainy crowded beautiful T-Ss 5 mins Practice To practice the targeted language (adjectives) and the background knowledge of cities in the world. To help students identify the location of the cities mentioned in the conversation on a map. To help students focus on the use of adjectives to describe cities. To help students visualize some landmarks of the cities mentioned in the conversation. Task 1: Listen and read. - Teacher sets the context for the listening and reading text: + Teacher asks students to look at the title of the conversation and the picture. + Teacher asks them some brainstorming questions like: 1. What do you think Mai and Tom are talking about? 2. What city can you recognize from the photos? 3. What is it famous for? etc. - Teacher encourages students to give their answers, but do not confirm whether their answers are right or wrong. - Teacher play the recording, asks students underline the words they have learn in the vocabulary part. - Teacher can play the recording more than once. - Students listen and read. - Teacher invites some pairs of students to read the dialogue aloud. - Teacher has students say the words in the text that they have underlined. Task 2: Write the names of the cities in the correct places. - Teacher tells 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. Teacher asks students to support their answers or encourages them to provide more information about the 3 cities. Answer key: London New York Sydney Task 3: Read the conversation again and match the cities with the adjectives describing them. - Teacher has students read the conversation again, underline the names of the cities and mark the adjectives which were previously underlined in Task 1 to find the answers. - Students work independently. - Teacher allows students to share their answers before discussing as a class. - Teacher asks students to support their answers or encourages them to provide more adjectives to describe the 3 cities. Answer key: 1. Sydney: - c – exciting - d – beautiful 2. London: - a – rainy 3. New York: - b – crowded - e – interesting Task 4: Match the cities with their landmarks. - Students can work in pairs to complete this task. - After matching the cities with their landmarks, students discuss with each other to find the names of the landmark either appearing in the pictures or in the cities. Answer key: 1. Ha Noi – c 2. London – d 3. New York – a 4. Sydney – b T-Ss T-Ss T-Ss S T-Ss T-Ss S Ss-Ss T-Ss Pair work S T-Ss 15 mins Production To give students a fun time revising what they have learnt so far in the lesson. Task 4 (Cont.): Match the cities with their landmarks. - After matching the cities with their landmarks, students work in groups of four discuss with each other to find the names of the landmark either appearing in the pictures or in the cities. - Students can choose a landmark or a city to present about it. Suggested answers: 1. Ha Noi: One Pillar Pagoda, The Old Quarter, The Temple of Literature and Imperial Academy, Ho Chi Minh Mausoleum, Ha Noi Flag Tower, Ba Dinh Square, etc. 2. London: Houses of Parliament, Buckingham Palace, Trafalgar Square, Piccadilly Circus, The London Eye, Tower Bridge, The British Museum, St Paul’s Cathedral, The Thames, etc. 3. New York: Statue of Liberty, Central Park, Brooklyn Bridge, Broadway, Empire State Building, Times Square, etc. 4. Sydney: Sydney Opera House, Sydney Harbour Bridge, Sydney Observatory, Museum of Contemporary Art Australia, Art Gallery of New South Wales, Hyde Park Barracks, Sydney Tower Eye, Sydney Town Hall, Queen Victoria Building, St Mary's Cathedral, etc. Task 5: Game – What city is this? - Teacher models the game by asking students to guess the picture she is holding with the whole class first. Example: Teacher: Can you guess the city in the picture? A student: What’s it like? Teacher: It has beautiful beaches. A student: Is it in Australia? Teacher: Yes, it is. A student: It’s Sydney. Teacher: Right! - Teacher can deliver the pictures used in the Warm-up part to students so that they can have visual aids to play the game. - Students play the game in groups of four. Every student will have to ask questions, provide information and find the answers. Gourp work T-Ss Group work 15 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 1. Go to the Internet and search for the information on your favourite cities in the world (food, people, weather, etc.) T-Ss 1 min UNIT 9: CITIES OF THE WORLD 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 Cities of the World - Use the vocabulary and structures to talk cities and landmarks - Pronounce and recognize the sounds /əʊ/ and /aʊ/ 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 - Develop self-study skills II. Materials - Grade 6 textbook, Unit 9, A closer look 1 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. sunny (adj) with a lot of bright light from the sun /ˈsʌni/ trời có nắng 2. delicious (adj) having a very pleasant taste or smell /dɪˈlɪʃəs/ ngon 3. stall (n) a table or small shop with an open front that people sell things from, especially at a market /stɔːl/ gian hàng, quầy hàng 4. palace (nph) the official home of a king, queen, president, etc. /ˈpæləs/ cung điện, lâu đài 5. street food (nph) ​prepared or cooked food sold by vendors in a street or other public location for immediate consumption. /ˈstriːt fuːd/ thức ăn đường phố 6. floating market (nph) an outdoor market on the rivers ˈfləʊtɪŋ mɑːrkɪt/ chợ nổi trên sông 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 expectations in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 9: CITIES OF THE WORLD Lesson 2: A closer look 1 * Warm-up Name the pictures I. Vocabulary 1. sunny (adj) 2. delicious (adj) 3. stall (n) 4. palace (n) 5. street food (nph) 6. floating market (nph) Task 1: Fill each box with an adjective. Task 2: Complete the sentences with the words in Task 1. Task 3: Write the words and phrases under the correct pictures. II. Pronunciation Task 4: Listen and write the words in the correct column. Then listen and repeat. Task 5: Listen and repeat. Pay attention to the underlined words. III. Production Whispering game * 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. - To enhance students’ skills of cooperating with team mates. * Name the pictures - Teacher divides students into 4 groups and delivers a set of 4 pictures about famous landmarks in the world. - Teacher shows pictures one by one and asks students to raise hands to give the correct names and spelling of the landmarks. - 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: One Pillar Pagoda /pəˈɡəʊdə/ Twin Tower /taʊər/ Tower Bridge /taʊər/ Sydney Opera House /haʊs/ Group work 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 describes cities and two sounds /əʊ/ and /aʊ/.” T-Ss 2 mins Presentation (Vocab- pre-teach) To teach students some adjectives describing a city. VOCABULARY - Teacher introduces the vocabulary by: + providing the synonym or antonym of the words; + providing the pictures of the words. sunny (adj): [antonym] -> rainy delicious (adj): [synonym] -> tasty stall (n): [picture] palace (n): [picture] street food (nph): [picture] floating market (nph): [picture] stall palace T-Ss 5 mins Practice To teach students some adjectives describing a city. To help students use the adjectives in Task 1 in a context. To teach students some words/ phrases related to a city. Task 1: Fill each box with an adjective. - Teacher asks students to use the given words to fill in the suitable boxes in 2 minutes. - Students do the task. - Teacher calls some students to give their answers. - Teacher gives feedback and corrections (if necessary). Answer key: - City: old, exciting - Food: tasty, delicious - People: friendly, helpful - Weather: rainy, sunny Task 2: Complete the sentences with the words in Task 1. Teacher asks students to work in pairs and use the word 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. sunny 2. old 3. exciting 4. friendly 5. tasty/ delicious Task 3: Write the words and phrases under the correct pictures. - Teacher asks students to match the given words and phrases with correct pictures. - Students work independently. - Teacher allows students to share their answers before discussing as a class. - Teacher asks some students to share the answers and gives corrections (if necessary). Answer key: 1. Palace 2. Floating market 3. Street food 4. Stall T-Ss S T-Ss Pair work T-Ss T-Ss S Ss-Ss T-Ss 15 mins Presentation (Pre-teach the sounds /əʊ/ and /aʊ/.) To help students have concept and identify the sounds /əʊ/ and /aʊ/. PRONUNCIATION - Teacher introduces 2 sounds /əʊ/ and /aʊ/ to students and lets them watch a video about how to pronounce these two sounds. - Teacher asks students to give some words they know containing these sounds Suggested answers: /əʊ/: cold, close, drove, low, slow, show. /aʊ/: how, now, loud, cloud, sound, house. T- Ss 5 mins Practice To help students identify and practise the /əʊ/ and /aʊ/ sounds. To help students practice the sounds /əʊ/ and /aʊ/ in sentences. Task 4: Listen and write the words in the correct column. Then listen and repeat. - Teacher asks students to read and write the words in correct column. - Students work individually. - Teacher plays the recording for students to listen, repeat and check their answers. Answer key: /əʊ/ boat, postcard, coast, pagoda /aʊ/ house, town, tower, crowded Task 5: Listen and repeat. Pay attention to the underlined words. - Teacher plays the recording for students to listen and asks students to repeat the sentences after they listen. - Students listen and repeat the given sentences. T-Ss S T- Ss T-Ss 5 mins Production To give students chance to apply what they have learnt. Game: Whispering - Teacher divides the class into 4 big groups and 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 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: The house is very old. I visited a famous floating market. He lives in an old house. 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 2 mins Homework To revise what they have learnt. Find 5 more words with the sound /əʊ/ and 5 more words with the sound /aʊ/. Write them down and practice pronouncing the words. T-Ss 1 min UNIT 9: CITIES OF THE WORLD Lesson 3: A closer look 2 Possessive adjectives & Possessive pronouns I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use possessive adjectives and possessive pronouns correctly 2. Core competence - Develop communication skills - 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 9, A closer look 2 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Example my, your, his, her, its, our, their a possessive adjective is used only when there is a noun following it. News is my favourite programme. mine, yours, his, hers, its, ours, theirs a possessive pronoun is used alone, without a noun following it. My favourite programme is different from yours. 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 tourist attractions. 2. Some students will excessively talk in the class. - Define expectations in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 9: Cities of the world Lesson 3: A closer look 2 * Warm-up Game: Sentence puzzling I. Grammar focus Possessive adjectives Task 1: Match the sentences with the pictures, paying attention to the underlined part in each sentence. Possessive pronouns II. Practice Task 2: Complete the sentences with the correct possessive adjectives. Task 3: Complete the sentences with the correct possessive pronouns. III. Production Task 4: Kahoot game * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up - To activate students’ prior knowledge and vocabulary related to the targeted grammar of possessive adjectives, possessive pronouns and 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 contains possessive adjectives and possessive pronouns 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. My city is very beautiful. 2. His house is very big. 3. Our school has a big garden. 4. Your school is smaller than mine. 5. My shoes are bigger than hers. Group work 5 mins Lead-in To introduce targeted grammar of possessive djectives, possessive pronouns. Teacher draws students’ attention to the words in the sentences created in the game “my, his, our, your, mine, hers” and asks them whether they know the types of these words. Teacher provides or confirms the answers and leads in the grammar focus of the lesson: “The words “my, his, our, your” are possessive adjectives. The words “mine, hers” are possessive pronouns. Today we are going to learn more about possessive adjectives, possessive pronouns.” T-Ss 2 mins Presentation To help students revise the use of possessive adjectives. To help students revise the use of possessive pronouns. 1. Possessive adjectives: Task 1: Match the sentences with the pictures, paying attention to the underlined part in each sentence. - Teacher has students complete the matching activity individually. - Teacher then asks students to exchange their textbooks to check their friends’ answers. Answer key: 1 – d 2 – e 3 – b 4 – a 5 – c Teacher draws students’ attention to the underlined words and to confirm the use of possessive adjectives: “A possessive adjective is used only when there is a noun following it.” Teacher then asks students to work in pairs to provide all possessive adjectives except for the ones in the sentences. Suggested answers: my, your (singular), your (plural), his, her, its, our, their 2. Possessive pronouns: Teacher draws students’ attention to the underlined words in the following sentence, and encourage them to say the sentence in a different way that does not change the meaning of it. “This book is my book, not your book.” Suggested answer: “This book is mine, not yours.” Teacher gives feedback and confirms the use of possessive pronouns: “A possessive pronoun is used alone, without a noun following it.” Teacher then asks students to work in pairs to provide all possessive pronouns except for the ones in the sentence. Suggested answer: mine, yours (singular), yours (plural), his, hers, its, ours, theirs Teacher has students work in groups of 4 to create a chart/ mind map showing all possessive adjectives and possessive pronouns including their relation. Suggested answers: S Ss-Ss T-Ss Pair work T-Ss Pair work Group work 15 mins Practice To give students opportunities to use possessive adjectives correctly in context. To help determine the correct possessive pronoun representing a phrase. Task 2: Complete the sentences with the correct possessive adjectives. - 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. My 2. your 3. Their 4. Her 5. Our Task 3: Complete the sentences with the correct possessive pronouns. - 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. mine 2. theirs 3. yours 4. his 5. ours S T-Ss S T-Ss 10 mins Production To help students distinguish and use correctly possessive adjectives and possessive pronouns. Task 4: Kahoot game. Choose the best option to complete the questions in the game. - Teacher combines Exercise 4 and Exercise 5 (p. 30) to create questions in Kahoot game. - Teacher allows students to use their mobile devices to answer and interact with thequestions online. - Teacher gives clear instruction for students to fully understand how to play Kahoot game online. → Go to kahoot.it → Enter the game PIN → Type your nick name → 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. Australia is a strange country. All of _____ big cities are along the coast. A. it’s B. its C. it is D. it 2. Our city is very crowded. How about _________? A. you B. your C. yours D. you are 3. I love my football club. Does Phong like ______? A. his B. him C. he is D. he 4. ______ street is short and narrow. A. Our B. We C. Us D. Ours 5. They cannot find _____ city map anywhere. A. their B. them C. theirs D. they 6. The book is ________, but you are welcome to read it. A. my B. mine C. yours D. yours 7. _______ bike is dirty, and I can’t tell what colour is it. A. Your B. Yours C. You D. You are 8. Your country is much bigger than _________. A. our B. their C. ours D. yours 9. _______ dog is so friendly. It never barks. A. They B. Them C. Their D. Theirs 10. _______ not easy to find your way in a strange city. A. It B. It’s C. Its D. There Answer key: 1. B 2. C 3. A 4. A 5. A 6. B 7. A 8. C 9. C 10. 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 and Exercise 5, write the answers on the notebooks. T-Ss 1 min UNIT 9: CITIES OF THE WORLD Lesson 4: Communication I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Make an exclamation with What to express their appreciation or surprise - R