giao an tieng anh 6 global success hoc ki 1

Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phíof group/ team work.. Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí- Teacher sets the context forthe listening and re

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GIÁO ÁN TIẾNG ANH LỚP 6 GLOBAL SUCCESS - KẾT NỐI TRI THỨC VỚI CUỘC SỐNG

UNIT 1: MY NEW SCHOOL

Lesson 1: Getting started – A special day

Lesson aim(s)

By the end of the lesson, students will be able to:

- have an overview about the topic My new school;

- use the vocabulary to talk about school things

Language analysis

1 subject (n) the thing that is being studied /ˈsʌbdʒekt/

2 uniform (n) a set of clothes that has to be worn

by the members of the same group

- Grade 6 textbook, Unit 1, Getting started

- Projector/ pictures and cards

- sachmem.vn

Students may lack experience - Encourage students to work in groups

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Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí

of group/ team work so that they can help each other

- Give short, clear instructions and help

Task 1: Listen and read

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

Task 3: Write one word from the box in each gap

Task 4: Match the words with the school things Then listen and repeat

Task 5: Write names of the things you can see around the class in your

notebook

* Homework

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Warm-up - To activate

students’

knowledge onthe topic of theunit

- To set thecontext for thelistening andreading part

to memorise every detail inthe picture in 1 minute

- Teacher hides the pictures andasks questions about thepicture The team who hasmore correct answers is thewinner

1 How many people can yousee in the picture?

2 Who are they?

3 Where are they?

4 What are the two studentscarrying 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’

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- Teacher sets the context forthe listening and reading text:

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

students to guess what theconversation might be about

Presentation

(Vocab –

pre-teach)

To preparestudents withvocabulary

Practice - To have students

know the topic

- To have studentsget specificinformation ofthe text

Task 1: Listen and read.

- Teacher plays the recordingtwice

- Students listen and read

- Teacher checks students’

T-Ss 5

mins

7mins

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- To check

students

understanding of

the conversation

and help students

use the words in

context

- Teacher tells students to readthe conversation again andwork independently to findthe answers Remind students

to underline the informationand correct the false

statements

- Teacher has students paircompare before checking withthe whole class

- Teacher calls some students

to give the answers

- Teacher calls one student to

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- Teacher asks students to look

at the board, check theirmate’s answer

Members from two teamstake turns and matchs thenames with the correctpictures as fast as possible

The team matched faster andcorrectly is the winner

T-Ss

Ss-Ss

T-SsSs-Ss

7mins

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- To checkstudents’

vocabulary andimprove groupwork skill

Task 5: Write names of the things you can see around the class in your notebook.

- Students work in groups offour to look around the classand write down things theycan see in the class

- Students may ask teacher ifthey don’t know the names ofthe items

- Students share with the wholeclass

Group work

6mins

Consolidation To consolidate

what students have

Teacher asks students to talkabout what they have learnt in

T-Ss 3

mins

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learnt in thelesson

the lesson

Homework To review the

lesson and preparefor the next lesson

- Do exercises in theworkbook

- Think of activities studentscan do at school

T-Ss 2

mins

Lesson 2: A closer look 1

Lesson aim(s)

- 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/

1 science (n) a particular subject that is studied using

scientific methods

/ˈsaɪəns/

2 exercise (n/v) physical activity that you do to make your

body strong and healthy

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Anticipated difficulties Solutions

1.Students may have difficulties in

distinguishing two sounds /ɑː/ and

- 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

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Warm-up To activate

students’ priorknowledge andvocabulary related

to the topic

* Game: Hot seat

- Teacher divides studentsinto 2 teams

Each team has a memberstanding against the board

- Teacher shows pictures ofsome activities one by oneand other members use bodylanguage to let their teammember guess the names ofthe activities

- The team with the mostcorrect answers in the fastesttime is the winner

Answer key:

play football

Team work 5

mins

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listen to music

skip rope

drink water

watch TV

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play video games

+ showing picture illustratingthe word

To help studentidentify whichnouns go afterwhich verbs tomake names of

Task 1: Listen and repeat the words.

- Teacher asks students tolisten and repeat the words

to read the words aloud

Task 2: Work in pairs Put the words in Task 1 in the correct columns.

- Teacher asks students towork in pairs and use thewords in Task 1 to put into

T-Ss

Pair work

16mins

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school activities the correct columns.

- Students work in pairs and

do the task

- Teacher calls some pairs toshare their answers with thewhole class

- Teacher gives feedback andcorrections (if necessary)

Answer key:

play dofootball

music

homeworkexercisehave studyschool

lunchlessons

Englishhistoryscience

- Teacher explains whichnouns go with each verb tomake meaningful names ofactivities

- Teacher asks students towork in groups of four andadd as many words into eachcolumn as possible

Task 3: Put the words in the blanks.

- Teacher asks students towork independently and put

T-Ss

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To help studentsuse the vocabulary

- Teacher asks some students

to share the answers andgives feedback

Answer key:

1.homework2.football3.lessons4.exercise5.science

PRONUNCIATION

- Teacher introduces 2 sounds/ɑː/ and /ʌ/ to students andlets them watch a videoabout how to pronouncethese two sounds

https://www.youtube.com/watch?v=1F47WdIjn5U

https://www.youtube.com/watch?v=zUpF0pYoTZ8

- Teacher asks students togive some words they knowcontaining these sounds

T- Ss 5

mins

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- /ɑː/: car, start, after, party

- /ʌ/: cut, one, country

- Teacher draws studentsattention to the letterscontaining the sounds andhelps them identify thesounds

Practice To help students

identify andpractise the /ɑː/ and/ʌ/ sounds

To help studentspractise the sounds/ɑː/ and /ʌ/ insentences

Task 4: Listen and repeat.

Pay attention to the sounds /ɑː/ and /ʌ/.

- Teacher asks students tolisten and repeat

- Students workindependently

Task 5: Listen and repeat.

Underline the words with the sounds /ɑː/ and /ʌ/.

- Before listening, teacher letstudents discuss in pairs andfind the words with thesounds /ɑː/ and /ʌ/

- Teacher plays the recordingfor students to check andrepeat the sentences

T-Ss

Pair work

T- Ss

6mins

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Production To give students a

chance to applywhat they havelearnt

* Game: Who is faster?

- Teacher divides studentsinto groups of four, giveseach group a piece of paper,asks them to write sentencesincluding 2 features: schoolactivities and one of thesounds /ɑː/ or /ʌ/

- (e.g: I usually play

basketball with my brother.)

- Teacher asks each group tohand in their paper andchecks, the group with morecorrect sentences is thewinner

- Teacher invites the winner

to read aloud their sentences

T-Ss 2

mins

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UNIT 1: MY NEW SCHOOL Lesson 3: A closer look 2

The present simple

Lesson aim(s)

By the end of the lesson, students will be able to use the present simple tense

S + Vinf/ V(s/es) + … I usually go to school by bike

S + don’t/ doesn’t + Vinf + … She doesn’t like school lunch very much

Do/ Does + S + Vinf + … ? Do they live near here?

W/H + do/does + S + Vinf + … ? What do you often do after school?

Materials (referenced)

- Grade 6 textbook, Unit 1, A closer look 2

- Projector/Pictures, sets of word cards

- sachmem.vn

1 Students may find confused when to

use the present simple tense

Give short and clear explanations with legibleexamples for each case

2 Students may have underdeveloped

speaking and co-operating skills

- Give clear instructions, give examples beforeletting students work in groups

- Provide feedback and help if necessary

Board Plan

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1 Present simple tense

Task 1: Elicit the present simple tense

Task 2: Choose the correct answer A, B or C (Ex 1, p 9)

Task 3: Write the correct form of verbs (Ex 2, p 9)

to the targetedgrammar of presentsimple tense and toincreasestudents’

interest

* Game: Sentence puzzling

- Teacher divides the classinto 4 groups

- Teacher delivers a set ofword cards which arejumbled sentences inpresent simple to eachgroup

Group work

5 mins

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- Students will have to work

in groups to create as manycorrect sentences from theword cards as possible

- The group with the mostcorrect sentences will be thewinner

Suggested sentences:

1.

Peter

live s near

his school.

2.

We

g o to

the same school.

3.

They

hav e

new

subjects.

4 We always look smart in our

uniforms.

Lead in To introduce the

targeted grammar

of the presentsimple tense

- Teacher draws students’

attention to the form of thesentences created in thegame and asks themwhether they know thetarget tense

T-Ss 2 mins

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Presentation To help students

know andunderstand the use

of the presentsimple tense

1 THE PRESENT SIMPLE TENSE Task 1: Elicit the present simple tense

- Teacher provides orconfirms the answers andleads in the grammar focus

of the lesson:

Positive

S + Vinf/ V(s/es)+ …

Negative

S + don’t/ doesn’t +Vinf + …

Notes

Use do/don’t with: I, you, we, they and

singular noun forms

Use does/ doesn’t

T-Ss

22mins

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with: she, he, it and

plural noun forms

- Teacher gives students

some time to study thegrammar box

Task 2: Choose the correct

answer A, B or C.

- Teacher has students work

independently, look at theform and do Exercise 1 –page 9

- Teacher lets students work

in pairs and exchange theanswers before checkingwith the whole class(explain each sentence ifnecessary)

Task 3: Write the correct

form of the verbs.

- Teacher asks students to

work independently

S

Pair work

S

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- Teacher calls 1 or 2

students to write theiranswers on the board,checks their answerssentence by sentence

- Teacher asks students to

read the sentences inExercise 2 - page 9 againand asks them when to usethe present simple tense,drawing their attention tothe adverbs of frequency

We often ride our bicycles

to school.

Task 4: Fill the blanks with

sometimes, usually or never.

- Teacher shows the graph

and lets students fill in the

T-Ss

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blanks with suitable adverbs

of frequency: sometimes, usually or never (Exercise 3

- Teacher lets students work

in groups of four to make 5sentences using the 5adverbs of frequency above

- Teacher calls some groups

to read aloud the answersand gives feedback

Practice To givestudents

opportunities to usethepresent simpletense with adverbs

of frequencycorrectly in context

Task 5: Choose the correct answer A or B to complete each sentence.

- Teacher has studentscomplete Exercise 4 – page

10 independently

- Teacher then asks students

to exchange their textbooks

to check their friends’

S

Ss-Ss

4 mins

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distinguish anduse correctly thepresent simpletense

- To improvecooperative skill

Task 6: Work in pairs.

Make questions then interview your partner.

- Teacher has students work

on the Ex 5, p 10 in pairs

- Teacher checks the answers

by playing a game Teacherdivides students into 2teams, 2 students in eachteam choose a set ofquestions (which are thequestions 1-5 in

Ex 5, p 10) Teacher mayadd more questions ifnecessary) then intervieweach other The team withhigher score is the winner

10 points: you/ like/ your newschool

Pair work

Team work

7 mins

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20 points:

Question 1: you/ often/ rideyour bicycle/ to schoolQuestion 2: you/ sometimes/

study in the school libraryQuestion 3: your friends/

always/ go to school/ withyou

Question 4: you/ usually/ dohomework/ after school

30 points: How often/ yourmother/ pick you up/ school

4.Do your friends usually go

to school with you?

5.Do you usually do yourhomework after school?

6.How often does yourmother pick you up fromschool?

Consolidation To consolidate what

students have learnt

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Homework To review the

knowledge thatstudents havegained in thislesson

Make 5 sentences in thepresent simple tense, usingadverbs of frequency

T-Ss 1 min

Lesson 4: Communication

Lesson aim(s)

- use the lexical items related to the topic My new school;

- know how to introduce someone;

- ask appropriate questions when making friends at school;

- know what good qualities a good friend should have

1 classmate (n) someone who is in the same class with you

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1 Students may have underdeveloped

speaking and

co-operating skills

- Encourage students to work in pairs, in groups

so that they can help each other

2 Some students will excessively talk

in the class

Nice to meet/ see you

Nice to meet/ see you, too

Task 1: Listen and read the dialogue

Task 2: Work in groups Practise introducing a friend to someone

II New friends at school

Task 3: Read and tick the questions you think are suitable to ask a new friend at school

Task 4: Friendship quiz

III Producton

Task 5: Work in groups Take turns to interview the others, use the questions above

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* Homework

Warm-up To introduce the

topic

* Who knows more?

- Teacher divides the class into

2 teams

- Teacher shows pictures ofsome famous pairs of friendsaround the world, asksstudents to name them

- The team thats give morecorrect names is the winner

Tom and Jerry

Woody and Buzz

Lisa and Rose

Team work

5 mins

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Spongebob and Patrick

Harry Potter and Hermione

Teacher leads students into thelesson by telling about whatthey are going to learn:

Are people above good friends?

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Presentation To prepare

students withvocabulary

To introduce thestructure ofintroducingsomeone

1 PRE-TEACH VOCABULARY:

- Teacher introduces thevocabulary by:

+ giving situation;

+ giving explanation

1 share (v) [situation]: Whataction can you say when yougive your food to poor

children?

2 classmate (n) [explanation]:

What word can you use tosay about people who are inthe same class with you?

2 SENTENCE STRUCTURE:

INTRODUCING SOMEONE Task 1: Listen and read the dialogue (Ex 1, p 11)

- Teacher lets students listenand read the dialogue, asksthem what the characters saywhen they first meet

someone

to share their opinions

- Teacher gives more

T-Ss

3 mins

4 mins

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explanations and writes downthe structure of introducingsomeone.

This is … Nice to meet/ see you.

Nice to meet/ see you, too.

Practice To practice the

structure ofintroducingsomeone

Task 2: Work in groups.

Practise introducing a friend

to someone.

- Teacher asks students to work

in groups of four, introducingthemselves to the groupmembers, using structuresabove

to introduce their new friends

to the whole class

- Teacher gives feedback andcorrections (if necessary)

Task 3: Read and tick the questions you think are suitable to ask a new friend at school.

- Teacher has students discuss

in groups of four, then asksthem to add 2 more questions

Group work

14mins

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- To identifyqualities of agood friend

to the list

- Teacher checks with thewhole class

Task 4: Friendship quiz.

Students work independentlyand do the quiz in Ex 4, p 11

T-Ss

S

Production To apply the

knowledge theyhave learnt in thislesson

Task 5: Work in groups.

Take turns to interview the others, use the questions above.

- Teacher ask students to move

to places of classmates theyhaven’t got aquainted yet,form a new group andinterview the new mates, thengive feedback on their mates

- Teacher calls some groups tomake models

Group work

8 mins

Consolidation To consolidate

what studentshave learnt in thelesson

Teacher asks students to talkabout what they have learnt inthe lesson

T-Ss 3 mins

Homework To review what

students havelearnt in thelesson

Write down the results andfeedback of the previousinterviews

T-Ss 1 min

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Lesson 5: Skills 1

Lesson aim(s)

- develop reading skill for general and specific information about schools;

- talk about different types of school;

- talk about things they like and don’t like at school and the reasons for that

1.international (adj) involving more than one country /ˌɪntəˈnæʃən.əl/2.boarding school (n) a school where students live and study /ˈbɔːdɪŋ ˌskuːl/3.playground (n) an area designed for children to play

1 Students may lack knowledge

about some lexical items

Provide students with the meaning and pronunciation

of words

2 Students may have

underdeveloped reading, speaking

and co-operating skills

- Let students read the text again (if needed)

- Create a comfortable and encouraging environmentfor students to speak

- Encourage students to work in pairs, in groups so

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that they can help each other

3 Some students will excessively

talk in the class

Task 2: Read the passages again and complete the sentences

Task 3: Answer the questions

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Warm-up To introduce the

topic of reading

* Game: Lucky number

- Class is divided into 2groups

- Teacher prepares 7numbers which includes 5questions about theirschool, and 2 luckynumbers

- Each team takes turns andchooses a number andanswers the questionbehind the number If theteam answers the questioncorrectly, they will get 1point If the team choosesthe lucky number, they get

1 point without answeringthe question and maychoose another number

3 How many computerrooms does our schoolhave?

4 Name some clubs in our

Team work

5mins

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Sunrise, An Son and Dream

and asks them somequestions:

1.What can you see in thesepictures?

2.Are these schools in thesame place?

3.Which school do youthink is in Viet Nam?

1.I can see three differentschools

2.No, they aren’t

3.The second school

mins

While-Reading To develop reading

skill for generalinformation

Task 1: Look at the picture and quickly read the passages Match 1-3 with A-C.

- Teacher asks students toopen the book, readthrough the text and do

Ex 1 – p 12

- Teacher calls some

T- Ss 15

mins

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To provide students

with some lexical

items before reading

1.boarding school (n)[explanation]

2.playground (n) [visual]

3.international (adj)[explanation]

Task 2: Read the passages again and complete the sentences.

- Teacher asks students toread through the

sentences, predict whatinformation/ what types ofwords they have to fill inthe blanks

T- Ss

T-Ss

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- Teacher lets students paircompare before checkingwith the whole class

Answer key:

1.boarding2.Sydney3.mountains and greenfields

4.Dream School5.English-speaking teachers

Task 3: Answer the questions.

- Teacher asks students toread the questions andunderline key words,reminds them to focus onthe types of informationthey have to find (What/

Where/ Which school…)

- Teacher asks students towork in pairs and find theanswer

- Teacher calls a student towrite his/her answer onthe board, then check

S

Pair work

T-Ss

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sentence by sentence withclass.

1.Sunrise is a boardingschool

2.An Son School is in BacGiang

3.Yes, there is

4.They join manyinteresting clubs

Pair work

T-Ss

Pre-Speaking To help students

form the ideas fortheir speaking

Task 4: Which school in Exercise 1 would you like

to go to? Why/ Why not?

Complete the table.

- Teacher asks students towork independently andcomplete the table

- Teacher goes around andoffers help if needed

mins

While-Speaking To help students use

what they havelearnt so far to talkabout a school

Task 5: Discuss your choice with your friends.

- Teacher tells students towork in groups of four andshare the answer, remindsthem to take note theinformation from othermembers

- Teacher invites somestudents to share their

Group work 8

mins

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preparation and makessure they speak in fullsentences

- Students share their ideaswith the whole class

Post-Reading

and Speaking

- To help studentsimprove next time

- Check students’

understandingabout the readingpassage

- Teacher allows students togive comments for theirfriends and vote for themost interesting andinformative presentation

- Teacher gives feedbackand comments

Ss-Ss

T-Ss

3mins

Consolidation To consolidate what

students have learnt

in the lesson

Teacher asks students totalk about what they havelearnt in the lesson

mins

Homework To review the lesson

they have learnt andprepare for the nextlesson

Skills 2

- Teacher asks students towrite down their opinionabout a school in theirbooks

- Teacher asks students tosearch for informationabout their school

mins

Tiêu đề	Giao An Tiếng Anh 6 Global Success Hoc Ki 1
Trường học	University of Education
Chuyên ngành	English Language Teaching
Thể loại	Giáo Án Tiếng Anh
Năm xuất bản	2023
Thành phố	Hanoi

Định dạng
Số trang	412
Dung lượng	5,39 MB