án tiếng anh 6 global success soạn theo công văn 5512 đã chỉnh sửa chuẩn nhất. Date of planning 392022 Period 1 INTRODUCTION I OBJECTIVES Giới thiệu về đặc điểm bộ sách giáo khoa mới cho học sinh Hướng dẫn các phần trong nội dung từng bài của chương trình mới Hướng dẫn phương.
Date of planning: 3/9/2022 Period 1: INTRODUCTION I OBJECTIVES : - Giới thiệu đặc điểm sách giáo khoa cho học sinh - Hướng dẫn phần nội dung chương trình - Hướng dẫn phương pháp học cho học sinh II PROCEDURES I Warm up ( 5’) Chatting : -Give some question s for ss to answer : + How are you today , class? + How may students are there in your class ? + Who is the monitor? + What is your name ? II Introduce the English book in grade ( 15’) - Là chương trình tiếng Anh biên soạn tiếptheo chương trình tiếng Anh bậc tiểu học - Quan tâm đến kỹ nghe, nói, đọc, viết Trong trọng phát triển kỹ năng: nghe, nói (Kiểm tra thường xuyên chủ yếu dành cho kỹ nói) - Vào cuối năm học, học sinh cần đạt trình độ tương đương cấp độ A2 Khung tham chiếu châu Âu ngôn ngữ (giai đoạn 1) - Sách giáo khoa Tiếng Anh thiết kế với kênh hình kênh tiếng phong phú Mỗi đơn vị học chia thành phần thích hợp cho việc rèn luyện kỹ nghe, nói, đọc, viết, ngữ pháp, ngữ âm từ vựng - Phần 1: Getting started: Giới thiệu từ vựng ngữ pháp - Phần 2: A closer look 1: Luyện từ vựng ngữ âm - Phần 3: A closer look 2: Học ngữ pháp - Phần 4: Communication: Thực hành nói tiếng Anh - Phần 5: Skills 1: Luyện kỹ đọc, nói - Phần 6: Skills 2: Luyện kỹ viết, nghe Phần 7: Looking back&Project: Luyện tập, củng cố kiến thức học III The way how to study English ( 20 ‘ ) Tại trường: - Tập chung nghe giảng, nghiêm túc làm theo yêu cầu thầy, cô - Hăng hái phát biểu ý kiến xây dựng - Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng hội để tập nói tiếng Anh Nói trọng âm, ngữ điệu - Nắm vững vấn đề ngữ pháp học, cấu trúc câu Ghi chép đầy đủ, xác Tại nhà: - Ơn lại học có tiết học lớp - Dựa vào cấu trúc ngữ liệu học để luyện nói tiếng Anh bạn - Làm đầy đủ tập sách tập Tìm đọc thêm loại sách tham khảo Thường xuyên học, củng cố mở rộng vốn từ III CONSOLIDATION( 5’) Nhắc nhở học sinh chuẩn bị sách đầy đủ cho tiết học hôm sau IV HOME WORK Prepare for the next lesson: Unit 1: Getting started V.ADJUSTMENT: ………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Date of planning:4/9/2022 Period2:UNIT 1: MY NEW SCHOOL Lesson 1: Getting started – A special day I OJECTIVES By the end of this lesson, students will be able to gain: Knowledge - An overview about the topic My new school - Vocabulary to talk about school things Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be ready to make new friends at school - Develop self-study skills II MATERIALS - Grade textbook, Unit 1, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn III.PROCEDURES Stage Stage aim Warm- - To activate up students’ knowledge on the topic of the unit - To set the context for the listening and reading part - To enhance students’ skills of cooperating with team mates Procedure * Memorising game: - Teacher divides class into teams - Teacher asks students to close the books, shows the picture (pages and 7) and asks them to memorise every detail in the picture in minute - Teacher hides the pictures and asks questions about the picture The team who has more correct answers is the winner How many people can you see in the picture? Who are they? Where are they? What are the two students carrying on their backs? Where are they going to go? Suggested answers: Interacti on Team work Time mins I can see three people They are students They are at one of the boys’ home They are carrying school bags/ Presen tation (Vocab – preteach) - To provide students with vocabulary - To help students wellprepared for the listening and reading tasks Practic - To have e students get to know the topic - To have students get specific information of the text backpacks 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 VOCABULARY Teacher introduces the vocabulary by: - giving explanations; - showing the pictures illustrating the words subjects (n) [explanations] uniform (n) [picture] calculator (n) [picture] Task 1: Listen and read - Teacher plays the recording twice - Students listen and read - Teacher checks students’ prediction - Teacher calls 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 T-Ss mins T-Ss mins mins T-Ss Ss-Ss T-Ss give the answers Answer key: T F T T F - To check students understanding of the conversation and help students use the words in context Task 3: Write one word from the box in each gap - Teacher has students read the conversation again, work independently to put a suitable word from the box to fill in the gap - Teacher calls one student to share his/ her answer on the board - Teacher asks students to look at the board, check their mates’ answers Answer key: wear has go uniforms subjects - To help students get Task 4: Match the words with further comprehension the school things Then listen and repeat of the text *Pelmanism - Teacher divides the class into teams - Teacher put two sets of cards, one includes pictures of school things and the other includes their names Members from two teams take turns and matchs the names with the correct pictures as fast as possible The team matched faster and correctly is the winner S mins T-Ss Ss-Ss T-Ss Ss-Ss mins Group work mins - To provide students vocabulary - To check students’ vocabulary and Task 5: Write names of the improve group things you can see around the work skill 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 the items - Students share with the whole class Wrap- To consolidate Teacher asks students to talk T-Ss mins up what students about what they have learnt in have learnt in the lesson the lesson Home To review the - Do exercises in the workbook T-Ss mins work lesson and - Think of activities students can prepare for the at school next lesson IV.AJUSTMENTS: ……………………………………………………………………………………… ……………………………………… Date of planning:5/9/2022 Period3:UNIT 1: MY NEW SCHOOL Lesson 2: A closer look I OBJECTIVES By the end of this lesson, students will be able to: Knowledge - 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/ Core competence - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities Personal qualities - Be ready to join some school activities - Develop self-study skills II MATERIALS - Grade textbook, Unit 1, A closer look - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn III.PROCEDURES: Stage Stage aim Warm-up - To activate students’ prior knowledge and vocabulary related to the topic - To enhance students’ skills of cooperating with team mates Procedure Interaction Time * Game: Hot seat - Teacher divides students into 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 mins play football listen to music skip rope drink water watch TV Presentation (Vocab – pre-teach) To enrich students’ vocabulary play video games VOCABULARY - Teacher introduces the vocabulary by: + providing explanations of the words; + showing picture illustrating the word science (n) [picture] exercise (n/v) T-Ss mins [explanation] Practice To teach students some activities they can at school To help student identify which nouns go after which verbs to make names of school activities To help students use the vocabulary in context 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 in the correct columns - Teacher asks students to work in pairs and use the words in Task to put into the correct columns - Students work in pairs and the task - Teacher calls some pairs to share their answers with the whole class - Teacher gives feedback and corrections (if necessary) Answer key: play football music homework exercise have school lunch lessons study 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 as possible Task 3: Put the words in the blanks - Teacher asks students to work 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 Answer key: homework T-Ss Pair work T-Ss S Ss-Ss T-Ss 16 mins football lessons exercise science Presentation (Pre-teach the sounds /ɑː/ and /ʌ/) To help students have concept and identify the sounds /ɑː/ and /ʌ/ Practice To help students identify and practise the /ɑː/ and /ʌ/ sounds To help students practise the sounds /ɑː/ and /ʌ/ in sentences Production To give students a chance to apply what they have learnt PRONUNCIATION - Teacher introduces sounds /ɑː/ and /ʌ/ to students and lets them watch a video about how to pronounce these two sounds https://www.youtube.com/wat ch?v=1F47WdIjn5U https://www.youtube.com/wat ch?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 Task 4: Listen and repeat Pay attention to the sounds /ɑː/ and /ʌ/ - Teacher asks students to listen and repeat - Students work independently mins T- Ss T-Ss mins Pair work Task 5: Listen and repeat Underline the words with the sounds /ɑː/ and /ʌ/ - Before listening, teacher let students discuss in pairs and find the words with the sounds /ɑː/ and /ʌ/ - Teacher plays the recording for students to check and repeat the sentences * Game: Who is faster? - Teacher divides students into groups of four, gives each group a piece of paper, 10 T- Ss Group work mins Knowledge Language focus: A revision and practice on the vocabulary items and grammar points students have already studied in Units 10, 11, 12 Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be responsible and hard working II Materials - Textbooks, plan - Computer accessed to the Internet, projector, loudspeaker Anticipated difficulties Solutions 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 - Define expectations in explicit detail - Have excessive talking students practise - Continue to define expectations in small chunks (before every activity) Some students will excessively talk in the class 489 Board Plan Date of teaching Review Lesson 1: Language *Warm-up Brainstorming I Practice Pronunciation Task 1: Circle the word with the different stress pattern (Ex 1a, p 68) Task 2: Listen and repeat the sentences (Ex 1b, p 68) Vocabulary Task 3: Complete each sentence with the correct form of the verbs from the box (Ex 2, p 68) Task 4: Choose the correct words (Ex 3, p 68) Grammar Task 5: Complete sentences using the comparative or superlative form of the adjectives in brackets (Ex 4, p 68) Task 6: Write a/an or the (Ex 5, p 68) Task 7: Choose the correct option in brackets to complete each sentence (Ex 6, p 68) *Homework Stage Warm-up Stage aim Procedure To remind students * Brainstorming: the knowledge that - Teacher divides the class into they have learnt in big groups Units 10 -11- 12 - Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 10-11-12 and asks them to complete the chart - The group which finishes correctly and more quickly is the winner stress in (1) words Pronunciation (2) in sentence (3) in statement Types of (3) in the house - Things can be (4) , and Vocabulary Unit 10 - 1112 - (5) activities - Future (6) - (7) for future possibility - Expressing (8) - Articles: (9) - (10) conditional - Giving (11) Grammar 490 - (12) adjectives with (13) adjectives - Expressing (14) and (15) Interaction Group work Time mins Answer keys: Practice To help students review the stress pattern in twosyllable words learnt in Unit 10 To help students review the rhythm in sentences and tones in statements learnt in Units 11 and 12 To give students more * PRONUNCIATION: Task 1: Circle the word with the different stress pattern (Ex 1a, p 68) - Ask students to this exercise individually, and then share their answers with a partner before listening to the recording to check the answers - Write the correct answers on the board Play the recording again for students to repeat the words Answer keys: C B A C A Task 2: Listen and repeat the sentences (Ex 1b, p 68) - Play the recording and ask students to repeat in chorus - Tell them to pay attention to the bold syllables and tone of the sentences - Then call some students to read out the three sentences in front of the whole class Invite comments from other students Audio script: My robot helped me repair the broken cooker It is better to reuse these shopping bags My future house will have solar energy * VOCABULARY Task 3: Complete each sentence with the correct form of the 491 35 mins T-Ss S T-Ss T- Ss S T-Ss practice on how to use some verbs they have learnt in Units 10 - 11 - 12 To help students distinguish between some pairs of words, and know how to use them correctly in context To help students review the form and use of comparative and superlative adjectives verbs from the box (Ex 2, p 68) - Ask students to this exercise individually and then share their answers with a partner - Teacher may ask a student to write his / her answers on the board - Check the answers with the whole class Answer keys: recycle receives surfing reduce reuse S T-Ss S T-Ss Task 4: Choose the correct words (Ex 3, p 68) - After students this exercise individually, quickly check students’ answers - Teacher may have to explain to students how to use these pairs of words in sentences if necessary Answer keys: feelings guard make * GRAMMAR: Task 5: Complete sentences using the comparative or superlative form of the adjectives in brackets (Ex 4, p 68) - Elicit the form and use of comparative and superlative adjectives - Teacher may call a student to the exercise on the board while other students also this - Check students’ answers Ask them for explanations if necessary Answer keys: closest taller oldest 492 T-Ss T-Ss S Ss-Ss T-Ss To help students review the use of the articles a/an and the To help students review the use of might, and the use of the simple present or simple future in context faster greatest Task 6: Write a/an or the (Ex 5, p 68) - Elicit the use of a/an and the - Ask students to this exercise individually and then share their answers with a partner - Teacher may ask a student to write his/her answers on the board - Check the answers with the whole class T-Ss Answer key: a the an The The – the Task 7: Choose the correct option in brackets to complete each sentence (Ex 6, p 68) - Elicit the form and use of might - Ask students to tell you the differences between the use of will and might - Teacher may call a student to the exercise on the board while other students also this - Check students’ answers Ask them for explanation if necessary Answer keys: might meet finishes continue; will have will go might visit is Teacher asks students to talk about what they have learnt in the lesson Consolidatio To consolidate n what students have learnt in the lesson Homework To prepare for the Prepare for Review – next lesson Lesson 2: Skills 493 T-Ss mins T-Ss REVIEW (UNITS 10-11-12) Lesson 2: Skills I Objectives: By the end of the lesson students will be able to: - Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11, 12 Knowledge - Language focus: A revision and practice on the vocabulary items and grammar points students have already studied and the skills they have practised in Units 10,11,12 - Skills: + Reading + Speaking + Listening + Writing Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be responsible and hard working II Materials - Textbooks, plan - Computer accessed to the Internet, projector, loudspeaker Anticipated difficulties Solutions 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 - Define expectations in explicit detail - Have excessive talking students practise - Continue to define expectations in small chunks (before every activity) Some students will excessively talk in the class Board Plan 494 Date of teaching Review Lesson 2: Skills *Warm-up Chatting I Practice Reading: What will our houses in the future be like Task 1: Read and choose the correct answer (Ex 1, p 69) Speaking Task 2: Describe your future house (Ex 2, p 69) Listening Task 3: Listen and tick (Ex 3, p 69) Writing Task 4: Write a paragraph of 50-60 words about what you think we should to improve the environment (Ex 4, p 69) *Homework Stage Stage aim Procedure Warm-up To increase students’ interest and lead them into the lesson Chatting: - Teacher asks students some questions to lead them into the lesson: Have you ever thought of your house in the future? What will your house in the future be like? - Teacher lead in the reading part of the lesson 495 Interactio n T-Ss Tim e mins Practice To give students more practice on reading for specific information To give students more practice on describing their future houses To give students more practice on listening for specific information * READING Task 1: Read and choose the correct answer (Ex 1, p 69) - Ask students to the task individually and check their answers with a partner before giving their answers to teacher to confirm the correct answers Answer key: A B A A * SPEAKING Task 2: Describe your future house (Ex 2, p 69) - Have students work in groups, taking turns describing their future houses and try to persuade their group members to live in it - Then ask each group to choose a student who has the best future house in the group to talk about his/her future house in front of the class - Ask some other students to give comments and decide which student has the best future house in the class 38 mins T-Ss Group work T-Ss T-Ss Pair work * LISTENING Task 3: Listen and tick (Ex 3, p 69) - Play the recording once for students to listen and tick the sentences - Play the recording again for students to check their answers - Give the correct answers to students - With a weaker class, teacher may play the recording as many times as possible until students have chosen all their answers Answer key: 1, 2, 4, Audio script: In 2004, 120 young people from ten European countries met in Berlin at the first Youth Eco-Parliament They gave ideas for improving the environment Here are some of the things they advised us to 496 T-Ss To help students practise writing a paragraph about what they think they should to improve the environment Consolidatio n Homework To consolidate what students have practice in the lesson To prepare for the last term test do: – recycle more rubbish (for example, glass, paper and plastic, etc.) – pick up rubbish in parks or in the streets – save energy – turn off lights and TVs when you’re not using them – use reusable bags instead of plastic bags T-Ss *WRITING Task 4: Write a paragraph of 50-60 words about what you think we should to improve the environment (Ex 4, p 69) - Set up the writing activity - Teacher reminds students that the first and most important thing is always to think about what they are going to write In this case, students may use the ideas given in or their own ideas - Teacher may brainstorm with students for the language necessary for writing and note some useful expressions and language on the board - Ask students to write the draft first Then have them write their final version in class or at home If they write in class, they can also it in pairs or groups - Teacher may display all or some of the paragraphs on the wall/ notice board - Other students and teacher give comments students edit and revise their writing as homework Teacher asks students to talk about what they have practice in the lesson T-Ss mins Prepare for the last term test T-Ss 497 ...- Hăng hái phát biểu ý kiến xây dựng - Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng hội để tập nói tiếng Anh Nói trọng âm, ngữ điệu - Nắm vững vấn đề ngữ pháp học, cấu trúc... liệu học để luyện nói tiếng Anh bạn - Làm đầy đủ tập sách tập Tìm đọc thêm loại sách tham khảo Thường xuyên học, củng cố mở rộng vốn từ III CONSOLIDATION( 5’) Nhắc nhở học sinh chuẩn bị sách đầy... IV.ADJUSTMENTS: …………………………………………………………………………… …………………………………………………………………………… …………………………………… 16 Date of planning:10/9 /2022 Period5:UNIT 1: MY NEW SCHOOL Lesson 4: Communication I OBJECTIVES By the end of