TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512

TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512 TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512 TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512 TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512 TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512 TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512 TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512 TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512 TIẾNG ANH 6 CÁNH DIỀU HKI CV 5512

Tiếng anh cánh diều new REVIEW 1 (UNITS 1+2+3)

- Grade 6 text book, Review 1 - Language

- Pictures, printed chart, crossword puzzle

- 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 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 1: Language

* Warm-up

Memory game: Complete the chart

I Practice

* Pronunciation

Task 1: Choose the word whose underlined part is pronounced di erently.ff

Task 2: Write the names of school things and furniture in the house which beginwith /b/ and /p/

* Vocabulary

Task 3: Complete the words

Task 4: Solve the crossword puzzle

* Memory game

- Teacher draws/sticks an unfinished chart which summarizes the languagethat students have learnt

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 exercise individually then share their answers with their partners

T-Ss

SSs-Ss

35mins

Task 2: Write the names

of school things and furniture in the house which begin with /b/

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

- Teacher gives feedback and confirms the answers

T-Ss

Pair work

T-Ss

- 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 and asks students to run in a relay

to complete the crossword puzzle

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

Answer key:

S

T-Ss

Team work

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

classmate

- Teacher checks and confirms the correct answers

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 simple and the present continuous

- Teacher asks students to

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

- Teacher checks students’

answers and asks them for explanation if necessary

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

mins

Homework To prepare for

the next lesson

Prepare for Review 1 –

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 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

* Chatting:

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

1 Do you have any pen pals?

2 How do you communicate with your pen pal?

3 Do you often write emails to your pen pal?

- Teacher lead in the reading part of the lesson

T-Ss

5mins

C for each blank in the email below.

- Students do these exercises individually

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

- Teacher confirms the correct answers

- Students do these exercises individually

- 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 center

2 They are hard-working and kind

3 They are helpful and friendly

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 dislike 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 towrite their group members’ answers in their notebooks and report them to the class

- Teacher summarizes students’ ideas

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

Listen and fill each blank with one word.

- Teacher has students read the sentences

- Teacher plays the recording for the first

Groupwork

T-Ss

T-Ss

time

- Teacher asks students tolisten 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 students’ answers

- Teacher plays the recording the last time

if necessary, stopping at

di erent places where ffstudents 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 ff

An: Where’s your mum?

Is she cooking in the kitchen?

Mi: No She’s watering

the plants in the garden.

An: And where’s your

dad?

Mi: He’s in the living

room.

To help students complete a guided paragraph of 40-45 words about a student’s family member.

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 todiscuss and answer the questions 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 theemail on the board

- Teacher then collects some emails to give feedback at home

T-Ss

Ss

Consolidation To

consolidate what students have learnt in

Teacher asks students to talk about what they havelearnt in the lesson

mins

the lesson.

Homework To prepare for

the next lesson

Prepare for Unit 4 T-Ss 1

- 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 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 2 Lesson 1: Language

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

in Units 4-5-6

* Memory game:

- Teacher divides the class into 4 big groups

- Teacher gives each group an unfinished chart which

summarizes 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 winner

Groupwork

5mins

underlined sound.

- Students do this exercise individually then share their answers with their partners

- Teacher gives feedback and confirmsthe answers

- Teacher prepares sets

of words and organises this task as agame

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

of words One set 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 winner

1 d 2 g 3 f 4 b

5 a 6 h 7 c 8 e

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

- 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 confirms the correct ones

Team work

T-Ss

S

T-Ss

review the use of

C

- Teacher has students

do the exercise individually

- Teacher asks students

to exchange their answers and discuss if there is any difference

in their answers then checks students’

answers as a class, andexplains if needed

Task 5: Complete the

sentences with should

SPair work

speak aloud if they

should/ shouldn’t do it.

- Teacher lets students

do this exercise independently

- Teacher checks their answers as a class

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

mins

Homework To prepare for

the next lesson

Prepare for Lesson 2:

Skills

min

1 Students may find the lesson

boring due to a large number

- 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 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 to visitand why

and lead them

into the lesson

* Chatting:

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

4 Do you want to visit Singapore?

5 Do you know what is Singapore famous for?

- Teacher leads in the reading part ofthe lesson

38mins

- Teacher asks students to underline the words/ phrases in the

paragraphs which help them do thematching and goes through the underlined words and phrases students have done, then guides them how to look for clues This will help students do activity 2 more easily

- Teacher checks the answers as a class

- 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 paragraph 1:

To help students

practise asking

and answering

about a place

they want to visit

and explain why

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 asks students some time toform 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 students/ pairs

to present their ideas to the class

* LISTENING Task 4: Mai’s family is talking to a travel agent about their trip to Singapore Listen 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 to look forkey words which can help them focus while listening For

example: four days (1), won’t go (2) a full day (3)

- Teacher plays the recording twice

or three times (as needed)

Students listen and tick the

Pairwork

T-Ss

answers

- Teacher allows students to swap

their answers

- Teacher checks their answers as a

class, encourages students to

correct the false statement(s)

If there is still time, teacher may give

students some information about

the Light and Sound Show and

Sentosa

- The Light and Sound Show: a form

of nighttime entertainment that is

usually presented outdoor, using

light and sound to tell a story of

history

- Sentosa: a sunny island in

Singapore, a big centre of

entertainment, which offers

activities for people of different

age groups There are Sea

Aquarium, Butterfly Park, Insect

Kingdom, Skyline Luge, Cove

Waterpark, 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 nature: one

day at the National Park and one day

at the zoo

Mai’s mother: How about Sentosa?

S

Pairwork

T-Ss

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 paragraph

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

idation To consolidate what students

have practice in

the lesson

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

T-Ss 3

mins

Home To prepare for Prepare for Unit 7 – Lesson 1 T-Ss 1

work the next lesson min

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

/ˈjuːnɪfɔːm/

3 calculator (n) an electronic device used for

mathematical processes /ˈkælkjəleɪtər/

Materials (referenced)

- 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

- To set the context for thelistening and reading part

- Teacher hides the picturesand asks questions about the picture The team whohas more correct answers

2 Who are they?

3 Where are they?

4 What are the two students carrying on theirbacks?

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 schoolbags/ backpacks

5 They are going to go to school

- Teacher sets the context for the listening and reading text: Write 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 prepare students with vocabulary

Task 1: Listen and read.

- Teacher plays the recording twice

mins

- Students listen and read.

- Teacher checks students’

prediction

- Teacher calls 3 students

to read the conversation aloud

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

- Teacher tells students to read the conversation again and work independently to find the answers Remind students

to underline the information and correct the false statements

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

- Teacher calls some students to give the answers

T-Ss

Ss-SsT-Ss

S

7mins

5mins

the box to fill in the gap.

- Teacher calls one student

to share his/her answer onthe board

- Teacher asks students to look at the board, check their mate’s answer

as fast as possible The team matched faster and correctly is the winner

T-SsSs-Ss

T-SsSs-Ss

7mins

- To check students’

vocabulary and improve group work skill

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 theclass 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 the whole class

Groupwork

6mins

Consolidation To consolidate

what students have learnt in the lesson

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

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

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

/ˈsaɪəns/

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

your body strong and healthy

1 Students may have difficulties

in distinguishing two sounds

/ɑː/ and /ʌ/

Provide students some tips by identifying theletters 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)

Board Plan

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/

Warm-up To activate

students’ prior knowledge and vocabulary related to the topic

* Game: Hot seat

- Teacher divides studentsinto 2 teams

Each team has a member standing against the board

- Teacher shows pictures

of some activities one

by one and other members use body language to let their team member guess the names of the activities

- The team with the most correct answers in the fastest time is the winner

Answer key:

Team work 5

mins

play football

listen to music

skip rope

1 science (n) [picture]

2 exercise (n/v) [explanation]

mins

- Teacher calls some students 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 the words in Task 1 to put into the correct columns

- 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:

football music

homework exercise have study school lunch

lessons

English history science

- Teacher explains which nouns go with each verb

to make meaningful names of activities

- Teacher asks students towork in groups of four and add as many words

T-Ss

Pair work

T-Ss

16mins

To help studentsuse the

vocabulary in context

into each column as possible

Task 3: Put the words in the blanks.

- Teacher asks students towork independently andput a suitable word in each blank

- Teacher allows students

to share their answers before discussing as a class

- Teacher asks some students to share the answers and gives feedback

and /ʌ/

PRONUNCIATION

- Teacher introduces 2 sounds /ɑː/ and /ʌ/ to students and lets them watch a video about how to pronounce these two sounds

https://www.youtube.com/

watch?v=1F47WdIjn5Uhttps://www.youtube.com/

watch?v=zUpF0pYoTZ8

- Teacher asks students togive some words they know containing these sounds

Suggested answers:

mins

- /ɑː/: car, start, after, party

- /ʌ/: cut, one, country

- Teacher draws students attention to the letters containing the sounds and helps them identify the sounds

Practice To help students

identify and practise the /ɑː/

and /ʌ/ sounds

To help studentspractise the sounds /ɑː/

and /ʌ/ in sentences

Task 4: Listen and repeat Pay attention to the sounds /ɑː/ and /ʌ/.

- Teacher asks students tolisten and repeat

- Students work independently

Task 5: Listen and repeat Underline the words with the sounds /ɑː/ and /ʌ/.

- Before listening, teacherlet students discuss in pairs and find the wordswith the sounds /ɑː/ and/ʌ/

- Teacher plays the recording for students tocheck and repeat the sentences

T-Ss

Pair work

T- Ss

6mins

Production To give students

a chance to apply what they have learnt

* Game: Who is faster?

- Teacher divides studentsinto groups of four, gives each group a piece of paper, asks them to write sentences including 2 features:

Groupwork

5mins