Giáo án (kế hoạch bài dạy) môn tiếng anh lớp 6 (trọn bộ cả năm mới nhất)

Giáo án môn tiếng Anh lớp 6 mới. Giáo án được giáo viên soạn chuẩn theo cv 5512 mới nhất của Bộ giáo dục đào tạo. Giáo án gồm 4 hoạt động: Hoạt động mở đầu, HD hình thành kiến thức, HĐ luyện tập và HĐ vận dụng. Bộ giáo án rất hữu ích phục vụ các thày cô giảng dạy ạ.

- Grade 6 text book, Review 1 - Language

- Pictures, printed chart, crossword puzzle

- sachmem.vn

Anticipated difficulties Solutions

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 as possible

- Provide feedback and help if necessary

2 Some students will

excessively talk in the class

- Define expectation in explicit tail

de Have excessive talking students practise

- Continue to define expectations

in small chunks (before every tivity)

ac-Board Plan

Date of teaching

Review 1 Lesson 1: Language

Task 3: Complete the words

Task 4: Solve the crossword puzzle

Warm-up To revise

the guage that students have learnt

lan-in Units 1+2+3

* Memory game

- Teacher draws/sticks

an unfinished chart which summarizes thelanguage that studentshave learnt in Units 1,

2, 3 on the board

- Teacher divides the class into 2 teams andasks students to run in

a relay to complete the chart:

Teamwork

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 cise individually then share their answers

exer-T-Ss

SSs-Ss

35mins

with their partners.

- Teacher gives back and confirms theanswers

- Teacher organizes this task as a game

- Students do this task

in pairs The pair that finds the most words will go to the board and write their an-swers

- Other pairs may want

to add more words

Write other words on the board

- Teacher gives back and confirms theanswers

- Teacher has students

do this task ally and then share their answers with their partners

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

- Teacher checks and confirms the correct ones

- Teacher divides the class into 2 teams andasks students to run in

a relay to complete the crossword puzzle

- The team with the

S

T-Ss

Teamwork

Choose the best swer A, B, or C.

an Teacher has students look at the picture of

a classroom and plete the sentences

com Students compare their answers with a classmate

- Teacher checks and confirms the correct answers

T-Ss

Ss-SsT-Ss

- Teacher elicits form and usage of the present simple and thepresent continuous

- Teacher asks students

to do the exercise dividually before call-ing one or two stu-dents to write their answers on the board

in Teacher checks stuin dents’ answers and asks them for expla-nation if necessary

Teacher asks students

to talk about what they have learnt in the les-son

mins

Anticipated difficulties Solutions

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 as possible

- Provide feedback and help if necessary

2 Some students will

excessively talk in the class - Define expectation in explicit de-tail

- Have excessive talking students practise

- Continue to define expectations

in small chunks (before every tivity)

ac-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

Warm-up To increase

students’ terest and lead them into the les-son

in-* Chatting:

- Teacher asks dents some ques-tions to lead them into the lesson:

stu-1 Do you have any pen pals?

2 How do you municate with your pen pal?

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

- Teacher lead in the

T-Ss

5mins

reading part of the lesson.

Practice To help

or C for each blank

in the email below.

- Students do these exercises individu-ally

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

- Teacher confirms the correct answers

- Students do these exercises individu-ally

- 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

SSs-Ss

T-Ss

SSs-Ss

T-Ss

35mins

Report their swers.

an Teacher has studentswork in groups of three One inter-views the other two about what they like and dislike about their school and the reasons why

- Teacher tells dents to write their group members’ an-swers in their note-books and report them to the class

stu Teacher summarizesstudents’ ideas

Groupwork

T-Ss

- Teacher has studentsread the sentences

- Teacher plays the recording for the first time

- Teacher asks dents to listen and complete the sen-tences Ask for their answers and writes them on the board

stu Teacher plays the recording the secondtime for students to check their answers

- Teacher checks dents’ answers

stu Teacher plays the recording the last time if necessary, stopping at di erent fferplaces where stu-dents got the wrong answers

An: Why is it so quiet,

Mi? Are you home alone?

Mi: No Everybody is

here, but they are in

di erent rooms fferent rooms.

An: Where’s your

mum? Is she cooking

in the kitchen?

Mi: No She’s

water-ing 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

do-ing?

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

T-Ss

Ss

parts of an email

- Teacher asks dents to discuss and answer the questions

stu-in pairs

- Teacher then has them write their emails individually

- Teacher asks one student to write the email on the board

- Other students and teacher comment on the email on the board

- Teacher then lects some emails to give feedback at home

col-

Consolida-tion

To date what students have learnt

consoli-in the son

les-Teacher asks students

to talk about what theyhave learnt in the les-son

mins

By the end of this review, students will be able to revise the languagethey have learnt and the skills they have practised in Units 4-5-6.

Materials (referenced)

- Grade 6 textbook, Review 2, Language

- Pictures, printed chart

- sachmem.vn

Anticipated difficulties Solutions

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 as possible

- Provide feedback and help if necessary

2 Some students will

excessively talk in the class

- Define expectation in explicit tail

de Have excessive talking students practise

- Continue to define expectations

in small chunks (before every tivity)

ac-Board Plan

Date of teaching

Review 2 Lesson 1: Language

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

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

* Homework

Interac-tion

Tim e

Warm-up To remind

stu-dents the knowledge that they have learnt in Units 4-5-6

* Memory game:

- Teacher divides theclass into 4 big groups

- Teacher gives each group an unfinishedchart which sum-marizes the lan-guage that students have learnt in Units

4, 5, 6 and asks them to complete the chart

- The group which finishes correctly and more quickly isthe winner

Groupwork

5mins

PRONUNCIA-Task 1: Listen and circle the word with the different under- lined sound.

- Students do this ercise individually then share their an-swers with their partners

ex Teacher gives feedex back and confirms the answers

- Teacher prepares sets of words and organises this task

as a game

- Teacher divides theclass into 2 teams, gives each team 2 sets of words One set includes the ad-jectives in the box and the other in-cludes their oppo-sites

- Teacher lets dents come to match on the board

stu The team matching faster and correctly

stu-Teamwork

T-Ss

S

on the board

- Teacher checks andconfirms the cor-rect ones

A, B, or C

- Teacher has dents do the exer-cise individually

- Teacher asks stu-dents to exchange their answers and discuss if there is any difference in their answers then checks students’

stu-answers as a class, and explains if needed

Task 5: Complete the sentences with

Stu-they should/

shouldn’t do it

- Teacher lets dents do this exer-cise independently

stu Teacher checks their answers as a class

stu-in the lesson

mins

Homework To prepare for

the next

Anticipated difficulties Solutions

1 Students may find the

lesson boring 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 as possible

- 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 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 placeyour partner wants to visit and why

Warm-up To increase

students’ est and lead them into the lesson

inter-* Chatting:

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

4 Do you want to visit Singa- pore?

5 Do you know what is Singa- pore famous

mins

- Teacher leads inthe reading part

- Teacher has dents read the headings and the paragraphs carefully before matching

stu Teacher asks students to un-derline the words/ phrases

in the graphs which help them do the matching and goes through the un-derlined words and phrases stu-dents have done, then guides them how to look for clues This will help students doactivity 2 more easily

para Teacher checks the answers as a

S

T-Ss

T-Ss

38mins

A, B or C.

- Teacher has dents read each sentence and look for the key word(s) in it

stu Teacher decideswhere to look for the informa-tion (paragraph

1, 2, or 3) This will make it quicker and eas-ier for students

to find the rect answers

- Teacher asks students to refer

to the passage about Singapore(Reading 1) andmake a list of the places men-tioned

- Teacher asks students 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 sup-ports students ifit’s needed

S

for key words

which can help

- Teacher checks their answers as

a class, ages students to correct the falsestatement(s)

encour-If there is still time, teacher may give stu-dents some in-formation about

the Light and Sound Show and Sentosa

- The Light and Sound Show: a

form of time entertain-ment that is usually pre-sented outdoor, using light and sound to tell a story of history

night Sentosa: a

sunny island in Singapore, a bigcentre of enter-tainment, whichoffers activities for people of different age groups There are Sea Aquar-

T-Ss

days for nature:

one day at the

Na-tional Park and

one day at the

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: Com- plete this para- graph to de- scribe the place you live

- Teacher has dents read the guided para-graph first and decide which information is needed for each blank

stu 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 doingthe job correctlyand offers help

if needed

- Teacher calls onone or two vol-unteers to read aloud their an-swers then calls for other stu-dents’ com-ments

- Teacher collectssome writings

to correct at home

Consolida-tion

To consolidatewhat students have practice

in the lesson

Teacher asks dents to talk about what they have practice in the lesson

mins

Homework To prepare for

the next son

les-Prepare for Unit 7

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 of people

- Grade 6 textbook, Unit 1, Getting started

- Projector/ pictures and cards

- sachmem.vn

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 notebook

* 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 memo-rise every detail in thepicture in 1 minute

- Teacher hides the tures and asks ques-tions about the pic-ture The team who has more correct an-

pic-Teamwork

5mins

swers 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 dents carrying on their backs?

stu-5 Where are they going

to go?

Suggested answers:

1 I can see three ple

peo-2 They are students

3 They are at one of theboys’ home

4 They are carrying school bags/ back-packs

5 They are going to go

to school

- Teacher sets the text for the listening and reading text:

con-Write the title on the

board A special day

Explain the meaning

of special and ask

stu-dents to guess what the conversation might be about

1 subjects (n) tions]

[explana-2 uniform (n) [picture]

3 calculator (n) ture]

[pic-Practice - To have

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

con Teacher tells students

to read the tion again and work independently to find the answers Remind students to underline the information and correct the false state-ments

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

- Teacher calls some students to give the answers

Answer key:

T-Ss

T-Ss

Ss-SsT-Ss

5mins

7mins

- Teacher has students read the conversation again, work indepen-dently to put a suit-able 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 mate’s an-swer

T-SsSs-Ss

5mins

7mins

Members from two teams take turns and matchs the names with the correct pic-tures as fast as possi-ble The team matched faster and correctly is the win-ner.

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 theitems

Groupwork

6mins

- Students share with the whole class.

mins

Homework To review the

- Think of activities dents can do at school

mins

UNIT 1: MY NEW SCHOOL

Lesson 2: A closer look 1

Lesson aim(s)

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

- 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/

Language analysis

1 science (n) a particular subject that is studied

using scientific methods

Anticipated difficulties Solutions

1 Students may have

diffi-culties in distinguishing

two sounds /ɑː/ and /ʌ/

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

identify-2 Some students will

exces-sively talk in the class

- Define expectation in explicit detail.Have excessive talking students prac-tise

- 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/

* Game: Hot seat

- Teacher divides dents into 2 teams

stu-Each team has a ber standing against the board

mem Teacher shows picmem tures of some activi-ties one by one and other members use body language to let their team member guess the names of

pic-Teamwork

5mins