Giáo án TIẾNG ANH 6 GLOBAL SUCCESS CV 5512

Giáo án TIẾNG ANH 6 GLOBAL SUCCESS CV 5512 Giáo án TIẾNG ANH 6 GLOBAL SUCCESS CV 5512 Giáo án TIẾNG ANH 6 GLOBAL SUCCESS CV 5512 Giáo án TIẾNG ANH 6 GLOBAL SUCCESS CV 5512 Giáo án TIẾNG ANH 6 GLOBAL SUCCESS CV 5512 REVIEW 1 (UNITS 1+2+3) Lesson 1 Language I Objectives By the end of this lesson, students will be able to 1 Knowledge Use the words related to the topic My New School; Use the combinations to play + N.

- Use the words related to the topic My New School;

- Use the combinations: to play + Noun, to do, to have, to study;

- Pronounce the sounds /ɑ:/ and /ʌ/ correctly;

- Use the present simple;

- Use the adverbs of frequency;

- Use the words for types of house, rooms and furniture;

- Pronounce the final sounds /s/ and /z/ at the end of the words correctly;

- Use possessive case to describe possession;

- Use prepositions of place to describe where people or things are;

- Use the words for body parts, appearance and personality;

- Pronounce the sounds /b/ and /p/ correctly;

- Use the present continuous to talk about things happening now

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, Review 1

- Computer connected to the internet

- Projector/ TV/ pictures and cards

- sachmem.vn

III Language analysis

Anticipated difficulties Solutions

1 Students may find the lesson

bor-ing due to a large number of

lan-guage exercises

- Encourage students to work in pairs,

in groups so that they can help each other

- Design as many exercises as games aspossible

- Provide feedback and help if sary

neces-2 Some students will excessively talk

in the class

- Define expectation in explicit detail

- Have excessive talking students tise

prac Continue to define expectations in small chunks (before every activity)

Board Plan

Date of teaching

Review 1 Lesson 1: Language

* Vocabulary

Task 3: Complete the words

Task 4: Solve the crossword puzzle

* Grammar

Task 5: Look at the picture of a classroom Choose the best answer A, B, or C.Task 6: Complete the sentences with the present simple or the present contin-uous form of the verbs in brackets

* Homework

Procedures

Warm-up To revise the

language thatstudents havelearnt in Units1+2+3

* Memory game

- Teacher draws/sticks an unfinished chart which summarizes the lan-guage that students havelearnt in Units 1, 2, 3 on the board

- Teacher divides the class into 2 teams and asks students to run in a relay

to complete the chart:

Team work

5mins

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

- Teacher elicits the rules

of pronouncing final -s if

needed

- Students do this exerciseindividually then share their answers with their partners

T-Ss

SSs-Ss

35mins

Task 2: Write the names

of school things and ture in the house which begin with /b/ and /p/.

furni Teacher organizes this task as a game

- Students do this task in pairs The pair that finds the most words will go tothe board and write theiranswers

- Other pairs may want to add more words Write other words on the board

- Teacher gives feedback and confirms the an-swers

- Teacher calls one or two students to write their answers on the board

- Teacher checks and firms the correct ones

cross Teacher divides the class into 2 teams and asks students to run in a relay

to complete the word puzzle

cross The team with the most correct answers will be the winner

Answer key:

S

T-Ss

Team work

of a classroom Choose the best answer A, B, or C.

- Teacher has students look at the picture of a classroom and complete the sentences

- Students compare their answers with a class-mate

- Teacher checks and firms the correct an-swers

Task 6: Complete the sentences with the present simple or the present continuous form

of the verbs in brackets.

- Teacher elicits form and usage of the present sim-ple and the present con-tinuous

- Teacher asks students to

do the exercise ally before calling one or two students to write their answers on the board

individu Teacher checks students’

answers and asks them for explanation if neces-sary

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

- Introduce someone to someone else;

- Read for general and specific information about schools;

- Talk about the type of school one would like to go to;

- Listen for specific information about school activities;

- Write a paragraph about one’s school;

- Give suggestions;

- Read for specific information about rooms and furniture;

- Describe houses, rooms and furniture;

- Listen for specific information about some one’s house;

- Write an email to a friend describing a house;

- Ask about appearance and personality;

- Read for specific information about friends and summer camps;

- Talk about friends and summer camps;

- Listen for specific information about best friends;

- Write a diary entry about best friends

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, Review 1

- Computer connected to the internet

- Projector/ TV/ pictures and cards

- sachmem.vn

III Language analysis

1 Students may find the lesson

bor-ing due to a large number of

lan-guage exercises

- Encourage students to work in pairs,

in groups so that they can help each other

- Design as many exercises as games aspossible

- 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

Review 1 Lesson 2: Skills

* Warm-up

Chatting

I Practice

* Reading

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

Task 2: Read the text and answer the questions

in-* Chatting:

- Teacher asks students some questions to lead them into the lesson:

1 Do you have any pen pals?

2 How do you cate with your pen pal?

communi-3 Do you often write emails to your pen pal?

- Teacher lead in the

T-Ss

5mins

reading part of the son.

les-Practice To help

- Students do these cises individually

exer Students check their answers with their partners before they give the answers to teacher

- Teacher confirms the correct answers

- Students do these cises individually

exer Students check their answers with their partners before they give the answers to teacher

- Teacher confirms the correct answers

Answer key:

1 It’s in a quiet place not far from the city cen-ter

SSs-Ss

T-Ss

SSs-Ss

T-Ss

35mins

4 There are five clubs.

5 Because it’s a good school

* SPEAKING Task 3: Interview two of your classmates about what they like and dis- like about your school

Report their answers.

- Teacher has students work in groups of three One interviews the other two about what they like and dislike about their school and the reasons why

- Teacher tells students

to write their group members’ answers in their notebooks and re-port them to the class

- Teacher summarizes students’ ideas

* LISTENING Task 4: An and Mi are talking on the phone

Listen and fill each blank

Groupwork

T-Ss

listening for

specific

information

with one word.

- Teacher has students read the sentences

- Teacher plays the recording for the first time

- Teacher asks students

to listen and complete the sentences Ask for their answers and writes them on the board

- Teacher plays the recording the second time for students to check their answers

- Teacher checks dents’ answers

stu Teacher plays the recording the last time

if necessary, stopping

at different places where students got the wrong answers

An: Why is it so quiet,

Mi? Are you home alone?

Mi: No Everybody is

here, but they are in different rooms.

An: Where’s your mum?

Is she cooking in the

T-Ss

Mi: No She’s watering

the plants in the garden.

An: And where’s your

dad?

Mi: He’s in the living

room.

An: What’s he doing?

Mi: He’s listening to the

radio.

An: What about your

younger brother? Is he with your mum?

Mi: No He’s sleeping in

my bedroom My cousin,

Vi, is here too.

An: What’s she doing?

Mi: She’s watching TV.

* WRITING Task 5: Write an email of about 50 words to your friend Tell him/ her about a family member

Use these questions as cues.

- Teacher elicits the parts

of an email

- Teacher asks students

to discuss and answer the questions in pairs

- Teacher then has them write their emails individually

- Teacher asks one dent to write the email

the email on the board.

- Teacher then collects some emails to give feedback at home

Consolidation To

consoli-date what students havelearnt in the lesson

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

Revise the language they have learnt and the skills they have practised in Units

4 - 5 - 6

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, Review 2, Language

- Pictures, printed chart

- sachmem.vn

1 Students may find the lesson

boring due to a large number of

language exercises

- Encourage students to work in pairs,

in groups so that they can help each other

- Design as many exercises as games

- 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

Review 2 Lesson 1: Language

Task 2: Write the words in the box (a-h) next to their opposites (1-8)

Task 3: Choose the correct word/ phrase for each definition

IV Grammar

Task 4: Complete the sentences with the correct answer A, B, or C

Task 5: Complete the sentences with should or shouldn’t

- Teacher gives each group

an unfinished chart which summarises the

language that students have learnt in Units 4, 5, 6 and asks them to

complete the chart

- The group which finishes correctly and more quickly is the win-ner

Groupwork

5mins

answers with their ners.

part Teacher gives feedback and confirms the answers

- Teacher prepares sets of words and organises this task as a game

- Teacher divides the class into 2 teams, gives each team 2 sets of words Oneset

includes the adjectives in the box and the other includes their opposites

- Teacher lets students come to match on the board

- The team matching faster and correctly is the win-ner

- Teacher has students do this task individually and then share their answers with their partners

- Teacher calls one or two students to write their answers on the board

- Teacher checks and firms the correct ones

con-Answer key:

work

Team-T-Ss

S

T-Ss

- Teacher has students do the exercise individually

- Teacher asks students to exchange their answers and discuss if there is any difference in their answersthen checks students’ an-swers as a class, and ex-plains if needed

Answer key:

1 B 2 C 3 C

4 A 5 A

Task 5: Complete the

sentences with should or

shouldn’t

- Teacher has a brief

revi-sion of should/ shouldn’t

by giving a phrase ing an activity Students speak aloud if they

show-should/ shouldn’t do it

- Teacher lets students do this exercise indepen-dently

- Teacher checks their swers as a class

an-Answer key:

1 should

SPair work

T-Ss

2 shouldn’t

3 shouldn’t

4 should

5 shouldConsolida-

mins

Homework To prepare for

the next lesson

Prepare for Lesson 2: Skills T-Ss 1

min

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities

1 Students may find the

lesson boring due to a large

- Provide feedback and help if necessary

2 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

Review 2 Lesson 2: Skills

Task 3: Work in pairs Read the passage Visit Singapore again and make a list of

the places Take turns to ask and find out which place your partner wants tovisit and why

Warm-up To increase

stu-dents’ interest

and lead them

into the lesson

* Chatting:

- Teacher asks students some questions to lead them into the lesson:

4 Do you want to visit pore?

Singa-5 Do you know what is gapore famous for?

Sin Teacher leads in the readSin ing part of the lesson

read-T-Ss

3mins

B, C) with the paragraphs

- Teacher has students read the headings and the para-graphs carefully before matching

- Teacher asks students to underline the words/

phrases in the paragraphs which help them do the matching and goes throughthe underlined words and phrases students have done, then guides them how to look for clues This will help students do Activ-ity 2 more easily

- Teacher checks the swers as a class

- Teacher has students read each sentence and look forthe key word(s) in it

- Teacher decides where to look for the information (paragraph 1, 2, or 3) This will make it quicker and easier for students to find the correct answers

E.g Sentence 1 has ‘plants and flowers’ → go to para-

S

T-Ss

T-Ss

mins

To help

stu-dents practise

asking and

an-swering about a

place they want

to visit and

the passage Visit Singapore

again and make a list of the places Take turns to ask and find out which place your partner wants to visit and why

- Teacher asks students to refer to the passage about Singapore (Reading 1) and make a list of the places mentioned

- Teacher lets students have some time to form their own ideas of where to go and why they want to go there, then work in pairs, asking and

answering to find out where their partners want

to go and why

- Teacher goes round and supports students if it’s needed

- Teacher calls some dents/ pairs to present their ideas to the class

stu-T-Ss

Pair work

T-Ss

To help

stu-dents review

lis-tening for

spe-cific

information (T/

F questions)

* LISTENING Task 4: Mai’s family is talk- ing to a travel agent about their trip to Singapore Lis- ten and tick () T (True) or F (False)

- Teacher allows students some time to read the statements carefully to have some ideas what the listening is about

- Teacher guides students tolook for key words which can help them focus while

listening For example:

four days (1), won’t go (2),

a full day (3)

- Teacher plays the ing twice or three times (asneeded) Students listen and tick the answers

record Teacher allows students to swap their answers

- Teacher checks their swers as a class, encour-ages students to correct the false

an-statement(s)

- If there is still time, teachermay give students some information about the

Light and Sound Show and Sentosa

- The Light and Sound Show:

a form of nighttime entertainment that is usu-ally presented outdoor, us-

S

Pair workT-Ss

T-Ss

- Sentosa: a sunny island in

Singapore, a big centre of entertainment, which of-fers activities for people of different age groups Thereare Sea Aquarium, Butter-fly Park, Insect Kingdom, Skyline Luge, Cove Water-park, Universal

Studio, and the famous Light and Sound Show

Travel agent: Here we have a

four-day programme for

you Mai’s mother: Do we

visit somewhere natural?

Travel agent: Oh yes

We have two days for ture: one day at the NationalPark and one day at the zoo

na-Mai’s mother: How about

Sentosa?

Travel agent: Sentosa is a

‘must’ for families We spend one day there

Mai’s mother: Is it enough? Travel agent: We start early

and return late There we visit the Sea Aquarium

Mai’s mother: What is it?

Travel agent: It’s a zoo for

fish

Mai’s mother: Great.

Travel agent: In the evening

we will watch the Light and Sound Show And the last day is for

*WRITING Task 5: Complete this para- graph to describe the place you live

- Teacher has students read the guided paragraph first and

decide which information

is needed for each blank

- Teacher allows them some time to think about the information they need to complete the frame

- Teacher allows them some time to do the task

- Teacher goes round and check if they are doing the job

correctly and offers help if needed

- Teacher calls on one or two volunteers to read aloud their answers then calls for other students’

comments

- Teacher collects some writings to correct at home

have practise in

the lesson

Homework To prepare for

the next lesson

Prepare for Unit 7 – Lesson 1

min

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)

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

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

- To set the context for the listening and reading part

- To enhance students’ skills

of cooperating

* 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 pic-ture in 1 minute

- Teacher hides the pictures and asks

Team work 5

mins

with team mates

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/

the title on the board A special day Explain the meaning of special and

ask students to guess what the conversation might be about

Presentation

(Vocab –

pre-teach)

- To provide students with vocabulary

- To help studentswell-prepared for the listening and

reading tasks 1 subjects (n)

- To have

students get specific information of the text

Task 1: Listen and read.

- Teacher plays the recording twice

- Students listen and read

- Teacher checks dents’ prediction

stu Teacher calls 3 students

to read the tion aloud

conversa-Task 2: Read the conversation again and tick (✔) T (True) or F (False).

- Teacher tells students

to read the tion again and work in-dependently to find the answers Remind stu-dents to underline the information and correctthe false statements

conversa Teacher has students pair compare before checking with the whole class

- Teacher calls some dents to give the an-swers

7mins

- To check

students

under-standing of the

conversation

and help

stu-dents use the

- Teacher has students read the conversation again, work indepen-dently to put a suitable word from the box to fill in the gap

- Teacher calls one dent to share his/ her answer on the board

stu Teacher asks students

to look at the board, check their mates’

S

T-Ss

Ss-Ss

T-SsSs-Ss

5mins

7mins

- To check

stu-dents’ lary and im-prove group work skill

vocabu-from two teams take turns and matchs the names with the correct pictures as fast as possi-ble 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 thewhole class

Groupwork

6mins

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

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

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

Bài tập/ tập thểdục

body strong and healthy.

1 Students may have difficulties

in distinguishing two sounds /

ɑː/ and /ʌ/

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

2 Some students will excessively

talk in the class

- Define expectation in explicit detail.Have excessive talking students practise

- Continue to define expectations in small chunks (before every activity)

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

Warm-up - To activate

students’ prior knowledge and vocabulary re-lated to the topic

- To enhance students’ skills

of cooperating with team mates

* Game: Hot seat

- Teacher divides dents into 2 teams

stu-Each team has a member standing against the board

- Teacher shows pictures

of some activities one

by one and other bers use body language

to let their team ber guess the names of the activities

mem The team with the mostcorrect answers in the fastest time is the win-ner

Answer key:

play football

Team work 5

mins