GIÁO ÁN TIẾNG ANH 6 SGK MỚI

GIÁO ÁN TIẾNG ANH 6 SGK MỚI GIÁO ÁN TIẾNG ANH 6 SGK MỚI GIÁO ÁN TIẾNG ANH 6 SGK MỚI GIÁO ÁN TIẾNG ANH 6 SGK MỚI GIÁO ÁN TIẾNG ANH 6 SGK MỚI GIÁO ÁN TIẾNG ANH 6 SGK MỚI GIÁO ÁN TIẾNG ANH 6 SGK MỚI GIÁO ÁN TIẾNG ANH 6 SGK MỚI GIÁO ÁN TIẾNG ANH 6 SGK MỚI

- 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 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

* 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 begin with /b/ and /p/

* 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 continuous form of the verbs

in brackets

* Homework

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 the board

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

a relay to complete the chart:

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

Suggested answer:

Team work

5 mins

Practice To help students

review the pronunciation of the sounds learnt

in Units 1-2-3:

/ɑ:/ and /ʌ/; /s/

and /z/ correctly

To help students review the pronunciation of the sounds /b/ and/p/ in words

* PRONUNCIATION Task 1: Choose the word whose underlined part is pronounced

di erently ff

- Teacher elicits the rules of

pronouncing final -s if needed

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

- Teacher gives feedback and confirms the answers

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 Write other words

Pair work

T-Ss

35mins

To help students

review the word

groups used with

“play, have, do”

- 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 thecorrect ones

- 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 thecorrect answers

- Teacher elicits form and usage ofthe 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

T-Ss

Ss-SsT-Ss

- Teacher checks students’

answers and asks them for explanation if necessary

Teacher asks students to talk aboutwhat they have learnt in the lesson

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

* 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

5 mins

Practice To help students

practise reading for specific 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

T-Ss

35mins

about what they

like and dislike

about their school

and the reasons

- Teacher confirms the correct answers

3 They are helpful and friendly

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 to write 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.

SSs-Ss

T-Ss

Group work

- Teacher checks students’

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.

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

T-Ss

T-Ss

To help students complete a guidedparagraph of 40-

45 words about a student’s family member

about 50 words to your friend

Tell him/ her about a family member Use these questions

- 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 collects some emails to give feedback at home

T-Ss

SsConsolidation To consolidate

what students have learnt in the lesson

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

- 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 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 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

* Homework

Warm-up To remind students

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

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

- The group which finishes correctly and more quickly isthe winner

Answer key:

Group work 5 mins

Practice To help students

review the pronunciation of the sounds learnt in Units4-5-6: /ɪ/ and /i:/, /t/

and /d/, and /s/ and /∫/

correctly

To help students review the adjectives describing the neighbourhood, the wonders of Viet Nam,and Tet holiday

To help students identify the words through their definitions

* PRONUNCIATION:

Task 1: Listen and circle the word with the different underlined sound.

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

- 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 One set includes the adjectives in the box and the other includes their opposites

- Teacher lets students come tomatch on the board

- The team matching faster andcorrectly 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

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

- Teacher checks and confirms the correct ones

- 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, and explains if needed

Task 5: Complete the

sentences with should or shouldn’t

- Teacher has a brief revision

- Teacher checks their answers

Consolidation To consolidate what

students have learnt

in the lesson

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

T-Ss 4 mins

Homework To prepare for the

next lesson Prepare for Lesson 2: Skills. T-Ss 1 min

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 2: Skills

*Warm-up

Chatting

I Practice

II Reading

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

Task 2: Read the passage again and choose the correct answer A, B or C

III Speaking

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 visit and why

Warm-up To increase students’

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 Singapore?

5 Do you know what is Singapore famous for?

- Teacher leads in the reading part of the lesson

mins

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 dothe matching and goes through the underlinedwords 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

place they want to

visit and explain why

Task 2: Read the passage again and choose the correct answer A, B or C.

- Teacher has students read each sentence and look for the 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 findthe correct answers

E.g Sentence 1 has ‘plants and flowers’ →

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 to form theirown 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 for key wordswhich 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

T-Ss

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

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 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

Pairwork

T-Ss

S

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

Pairwork

T-Ss

tion To consolidate what students have practice

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

- To set the context for the listening and reading part

memorise every detail in the picture in 1 minute

- Teacher hides the pictures and asks 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/

Team work 5 mins

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

Practice - To have students

know the topic

- 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 students’

- 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

5 mins

7 mins

- To check students

understanding of

the conversation

and help students

use the words in

- Teacher calls one student to sharehis/her answer on the 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

S

T-SsSs-Ss

T-SsSs-Ss

5 mins

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 the class and write down things they can see inthe class

- Students may ask teacher if they don’t know the names of the items

- Students share with the whole

6 mins

Consolidation To consolidate what

students have learnt

in the lesson

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

T-Ss 3 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

T-Ss 2 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

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 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)

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/

III Production

Game: Who is faster?

* Homework

Warm-up To activate students’

prior knowledge and vocabulary related tothe topic

* Game: Hot seat

- Teacher divides students into 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 theactivities

- The team with the most correctanswers in the fastest time is the winner

Answer key:

play football

Team work 5 mins

pre-teach) vocabulary by:

+ providing explanations of the words;

+ showing picture illustrating the word

1 science (n) [picture]

2 exercise (n/v) [explanation]

Practice To teach students

some activities they can do at school

To help student identify which nouns

go after which verbs

to make names of school activities

Task 1: Listen and repeat the words.

- Teacher asks students to listen and repeat the words

- 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 to work

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

school lunch lessons

English history science

- Teacher explains which nouns

go with each verb to make meaningful names of activities

- Teacher asks students to work

in groups of four and add as many words into each column

To help students use the vocabulary in context.

independently and put 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

(Pre-teach the

sounds /ɑː/

and /ʌ/)

To help students have concept and identify the sounds/ɑː/ 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 to give some words they know containing these sounds

Suggested answers:

- /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

T- Ss 5 mins

Practice To help students

identify and practise the /ɑː/ and /ʌ/

sounds

To help students practise the sounds/ɑː/ and /ʌ/ in

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

- Teacher asks students to listen and repeat

- Students work independently

Task 5: Listen and repeat

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

- Before listening, teacher let

T-Ss 6 mins

sentences students discuss in pairs and

find the words with the sounds/ɑː/ and /ʌ/

- Teacher plays the recording forstudents to check and repeat the sentences

Pair work

T- Ss

Production To give students a

chance to apply whatthey have learnt

* Game: Who is faster?

- Teacher divides students into groups of four, gives each group a piece of paper, asks them to write sentences including 2 features: school activities and one of the sounds/ɑː/ or /ʌ/

- (e.g: I usually play basketball with my brother.)

- Teacher asks each group to hand in their paper and checks,the group with more correct sentences is the winner

- Teacher invites the winner to read aloud their sentences

Group work 5 mins

Consolidation To consolidate what

students have learnt

in the lesson

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

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

Language analysis

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 legible examples for each case

2 Students may have underdeveloped

speaking and co-operating skills

- Give clear instructions, give examples before lettingstudents work in groups

- Provide feedback and help if necessary

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)

Warm-up To activate students’

prior knowledge related to the targeted grammar of present simple tense and to increase students’

interest

* Game: Sentence puzzling

- Teacher divides the class into 4groups

- Teacher delivers a set of word cards which are jumbled sentences in present simple to each group

- Students will have to work in groups to create as many correct sentences from the word cards as possible

- The group with the most correct sentences will be the winner

Suggested sentences:

1

Peter

live s near

his school.

2 We g

o to

the same school.

3

They

hav e

new subjects.

Group work

5 mins

4

We

alway s

look

smar t

in our uniforms.

Lead in To introduce the

targeted grammar of the present simple tense

- Teacher draws students’

attention to the form of the sentences created in the game and asks them whether they know the target tense

T-Ss 2 mins

Presentation To help students

know and understand the use of the present simple tense

1 THE PRESENT SIMPLE TENSE

Task 1: Elicit the present simple tense

- Teacher provides or confirms the answers and leads 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 with:

she, he, it and plural

T-Ss

S

22mins

- Teacher lets students work in

pairs and exchange the

answers before checking with

the whole class (explain each

- Teacher calls 1 or 2 students to

write their answers on the

board, checks their answers

- Teacher asks students to read

the sentences in Exercise 2 -

page 9 again and asks them

when to use the present simple

tense, drawing their attention

to the 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 blanks

with suitable adverbs of

frequency: sometimes, usually

or never (Exercise 3 – page 10)

Pair work

ST-Ss

T-Ss

of frequency above.

- Teacher calls some groups to read aloud the answers and gives feedback

T-Ss

Practice To give students

opportunities to use the present simple tense with adverbs of frequency correctly incontext

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

- Teacher has students complete Exercise 4 – page 10

independently

- Teacher then asks students to exchange their textbooks to check their friends’ answers

4 mins

Production - To help students

distinguish and use correctly the presentsimple tense

- To improve cooperative 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 Teacher divides students into 2 teams, 2students in each team choose a set of questions (which are the questions 1-5 in

Ex 5, p 10) Teacher may add more questions if necessary) then interview each other The team with higher score is the winner

Pair workTeam work

7 mins

10 points: you/ like/ your new school

20 points:

Question 1: you/ often/ ride yourbicycle/ to school

Question 2: you/ sometimes/

study in the school libraryQuestion 3: your friends/

always/ go to school/ with youQuestion 4: you/ usually/ do homework/ after school

30 points: How often/ your mother/ pick you up/ school

Answer key:

1 Do you like your new school?

2 Do you often ride your bicycle

Consolidation To consolidate what

students have learnt

in the lesson

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

T-Ss 3 mins

Homework To review the

knowledge that students have gained

in this lesson

Make 5 sentences in the present simple tense, using adverbs of frequency

UNIT 1: MY NEW SCHOOL

Lesson 4: Communication

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;

- know how to introduce someone;

- ask appropriate questions when making friends at school;

- know what good qualities a good friend should have

Language analysis

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

school

/ˈklɑːsmeɪt/

2 share (v) to divide food, money, goods and give parts of it

Materials (referenced)

- Grade 6 textbook, Unit 1, Communication

- Pictures/ Projector

- sachmem.vn

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

- 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