Giáo án tiếng anh global success cv 5512

REVIEW 1 UNITS 1+2+3Lesson 1: Language Lesson aims By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-

REVIEW 1 (UNITS 1+2+3)

Lesson 1: Language

Lesson aim(s)

By the end of this review, students will be able to revise the

language they have learnt and the skills they have practised in Units 1-2-3

Materials (referenced)

- 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 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

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 continuous form of the verbs in brackets

* Homework

on

Tim e

Warm-up To revise

the language that students have learnt

in Units 1+2+3

* Memory game

- Teacher draws/sticks

an unfinished chart which summarizes the language that students have learnt

in Units 1, 2, 3 on theboard

- Teacher divides the

Teamwork

5mins

class into 2 teams andasks students to run

in a relay to completethe chart:

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

underlined part is

35mins

- Teacher gives feedback and confirms the answers.

in the house which begin with /b/ and /p/.

- 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 answers

- Other pairs may want

to add more words

SSs-Ss

T-Ss

Pair work

T-Ss

- 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

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

in a relay to completethe crossword puzzle

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

Answer key:

* GRAMMAR Task 5: Look at the

Teamwork

T-Ss

- 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

Ss-Ss

T-Ss

T-Ss

S

present continuous.

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 theiranswers on the board

- Teacher checks students’ answers andasks them for

explanation if necessary

students have learnt

in the lesson

Teacher asks students

to talk about what they have learnt in the lesson

mins

REVIEW 1 (UNITS 1+2+3)

Lesson 2: Skills

Lesson aim(s)

By the end of this review, students will be able to revise the

language they have learnt and the skills they have practised in Units 1-2-3

Materials (referenced)

- Grade 6 textbook, Review 1 – Skills

- 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 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

Warm-up To increase

students’

interest and lead them into the lesson

* 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

T-Ss

5mins

your pen pal?

3.Do you often write emails to your pen pal?

- Teacher lead in the reading part of the lesson

Practice To help

students practise reading for specific information

To help students practise reading for general information

* READING Task 1: Choose A, B,

or 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

SSs-Ss

T-Ss

SSs-Ss

35mins

- Teacher confirms the correct answers.

Answer key:

1 It’s in a quiet place not far from the city center

2 They are working and kind

hard-3 They are helpful and friendly

4 There are five clubs

5 Because it’s a goodschool

* SPEAKING Task 3: Interview two of your

classmates about what they like and dislike about your school Report their answers.

- Teacher has students

T-Ss

Groupwork

interviews the other two about what theylike and dislike about their school and the reasons why.

- Teacher tells students to write their group members’ answers

in their notebooks and report them to the class

- Teacher summarizesstudents’ ideas

* LISTENING Task 4: An and Mi are talking on the phone Listen and fill each blank with one word.

- Teacher has studentsread 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

T-Ss

T-Ss

board

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

- Teacher checks students’ answers

- Teacher plays the recording the last time if necessary, stopping at di erentffplaces where

students got the wrong answers

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: 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

T-Ss

Ss

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 collects some emails

to give feedback at home

Consolidatio

n

To consolidate what

students have learnt

in the lesson

Teacher asks students

to talk about what they have learnt in thelesson

mins

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

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

* Homework

on

Tim e

Warm-up To remind

students 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

unfinished chart which summarizes the language that students have learnt in Units 4, 5,

6 and asks them to complete the chart

Groupwork

5mins

- The group which finishes correctly and more quickly

Task 1: Listen and circle the word with the different

underlined sound.

- Students do this exercise

individually then share their answers

S

T-Ss

35mins

Answer key:

1.A2.C3.B4.C5.C

* VOCABULARY:

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

- 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 adjectives in the box and the other includes their opposites

- Teacher lets students come to match on the board

- The team matching

Teamwork

T-Ss

- Teacher calls one

or two students to write their answers

* GRAMMAR:

Task 4: Complete the sentences with the correct answer

S

T-Ss

S

Pair work

aloud if they

should/ shouldn’t

do it

- Teacher lets students do this exercise

independently

- Teacher checks their answers as a class

Answer key:

1.should2.shouldn’t3.shouldn’t4.should5.shouldConsolidati

on

To consolidatewhat students have learnt in the lesson

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

Materials (referenced)

- Grade 6 textbook, Review 2, Skills

- CD player

- 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 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 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

* Chatting:

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

4.Do you want

mins

to visit Singapore?

5.Do you know what is

Singapore famous for?

- Teacher leads

in the reading part of the lesson

Practice To help

students practise reading for general information

* READING Task 1: Read the passage and match the headings (A, B, C) with the paragraphs

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

- Teacher asks students to underline the words/ phrases

in the paragraphs which help them do the matching and

S

T-Ss

38mins

do activity 2 more easily

- Teacher checksthe answers as

A, B or C.

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

- Teacher decides where

T-Ss

2, or 3) This will make it quicker and easier for students to findthe correct answers

answers as a class

in pairs Read the passage

Visit Singapore

again and make

a list of the places take turns to ask

Pair work

T-Ss

and find out

- Teacher calls some students/ pairs to presenttheir 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 allowsstudents some time to read the statements carefully to have some ideas what the listening is about

- Teacher guidesstudents to look for key words which can help them focus while listening For

example: four days (1), won’t

- Teacher plays the recording twice or three times (as needed)

Students listen and tick the answers

- Teacher allowsstudents to swap their answers

- Teacher checkstheir 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

T-Ss

describe their

neighbourhood

nighttime entertainment that is usually presented outdoor, using light and sound

to tell a story

of history

- Sentosa: a

sunny island inSingapore, 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 thefamous Light and Sound Show

Answer key:

1 T

2 F

S

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?

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

*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 allowsthem some

time to think about the information they need to complete the frame

- Teacher allowsthem 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

Consolidatio

n

To consolidate what students have practice

in the lesson

Teacher asks students to talk about what they have practice in

mins

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

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

Anticipated difficulties Solutions

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

* Homework

on

Tim e

* 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

Teamwork

5mins

and reading

part

memorise every detail

in the picture in 1 minute

- Teacher hides the pictures and asks questions about the picture The team whohas 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/