KHBD TIẾNG ANH 6 global success UNIT 1-3

REVIEW (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 text book, Review - Language - Pictures, printed chart, crossword puzzle - sachmem.vn Anticipated difficulties Students may find the lesson boring due to a large number of language exercises Some students will excessively talk in the class Solutions - 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 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 Lesson 1: Language * Warm-up Memory game: Complete the chart I Practice * Pronunciation Task 1: Choose the word whose underlined part is pronounced differently 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 Stage Warm-up Stage aim Procedure To revise the * Memory game language that - Teacher draws/sticks an students have unfinished chart which learnt in Units summarizes the language 1+2+3 that students have learnt in Units 1, 2, on the board - Teacher divides the class into teams and asks students to run in a relay to complete the chart: Interactio Time n Team work mins - The team with the most correct answers will be the winner Suggested answer: Practice To help students review the pronunciation of the sounds learnt in Units 1-2-3: /ɑ:/ and /ʌ/; /s/ and /z/ correctly * PRONUNCIATION Task 1: Choose the word whose underlined part is pronounced differently - Teacher elicits the rules of pronouncing final -s if needed - Students this exercise individually then share their answers with their partners - Teacher gives feedback 35 mins T-Ss S Ss-Ss T-Ss and confirms the answers Answer key: C A B A B To help students review the pronunciation of the sounds /b/ and /p/ in words To help students review the Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/ - Teacher organizes this task as a game - Students 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 on the board - Teacher gives feedback and confirms the answers Suggested answers: /b/ book, bag, bed… /p/ pen, pencil, picture, poste… * VOCABULARY Task 3: Complete the words - Teacher has students Pair work T-Ss word groups used with “play, have, do” and “study” To help students review the personality adjectives, the words related to body parts, rooms and types of house 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 Answer key: English homework lunch sports badminton  play: sports, badminton  have: lunch  do: homework  study: English Task 4: Solve the crossword puzzle - Teacher sticks the crossword puzzle on the board - Teacher divides the class into 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 To help students review grammar elements taught in Units 1-2-3: prepositions of place, possessive case and present continuous * GRAMMAR Task 5: Look at the picture of a classroom Choose the best answer A, B, or C - Teacher has students look at the picture of a classroom and complete the sentences T-Ss Ss-Ss T-Ss - Students compare their answers with a classmate - Teacher checks and confirms the correct answers Answer key: B A A B C T-Ss 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 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 Answer key: is / ’s raining you have Is she studying likes is not / isn’t cooking; is reading Consolidation To consolidate what students have learnt in the lesson Homework Teacher asks students to talk about what they have learnt in the lesson To prepare for Prepare for Review – the next Skills lesson S T-Ss T-Ss mins T-Ss REVIEW (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 textbook, Review – Skills - sachmem.vn Anticipated difficulties Students may find the lesson boring due to a large number of language exercises Some students will excessively talk in the class Solutions - 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 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 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 * Speaking Task 3: Interview two of your classmates about what they like and dislike about your school Report their answers * Listening Task 4: An and Mi are talking on the phone Listen and fill each blank with one word * 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 * Homework Stage Warm-up Stage aim Procedure To increase * Chatting: students’ - Teacher asks students interest and some questions to lead lead them into them into the lesson: the lesson Do you have any pen pals? How you communicate with your pen pal? Do you often write emails to your pen pal? - Teacher lead in the reading part of the lesson Interactio Time n T-Ss mins 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 these exercises individually - Students check their answers with their partners before they give the answers to teacher - Teacher confirms the correct answers Answer key: A C C B B Task 2: Read the text and answer the questions - Students these exercises individually - Students check their answers with their partners before they give the answers to teacher - Teacher confirms the correct answers Answer key: It’s in a quiet place not far from the city center They are hard-working and kind They are helpful and friendly There are five clubs 35 mins S Ss-Ss T-Ss S Ss-Ss T-Ss generate ideas - Teacher calls on one for their students to model the speaking based example on what they - Teacher asks students have read to work in groups of to tell other members of the group what they do/don’t during Tet Teacher encourages students to mention more activities than the ones listed in - Teacher goes around and offers help if needed - Teacher calls on some students to report the results of their group to the class WhileSpeaking To help students use what they have learned so far to express judgement on what children should/shouldn’t at Tet * DISCUSSION Task 4: Work in groups Read the list and discuss what you should or shouldn’t at Tet (p 64) - Teacher draws students’ attention to the example provied, and asks students to model the conversation - Teacher tells students that to form an opinion using should/ shouldn’t, students have to decide whether each activity is good - Teacher asks students to work in groups of Group work Ss-Ss mins T-Ss Group work Ss- Ss to talk in their groups and encourages them to use the languages from the example - Teacher goes around the class and offers help if needed - Teacher calls students to share their opinions with the class Post-Speaking To provide - Teacher asks students students to use whether they still their own remember Russ from knowledge and the USA, and asks Ss the knowledge to discuss freely in they have gained pair: in the lesson - “What the children in today to talk in the USA should or groups in a less shouldn’t during controlled way the New Year?” - Teacher encourages students to freely express their opinion - Teacher calls some students to report their opinion to the whole class Note: There is no right or wrong for this question Students can make guesses based on what they know Consolidation To consolidate Teacher asks students to what students talk about what they have learnt in the have learnt in the lesson lesson Homework To let students Teacher asks students to learn more about search for information what children about what children T-Ss mins Pair work Ss-Ss T-Ss mins T-Ss should/ shouldn’t should/ shouldn’t do during New during New Year days in Year days in the the USA USA UNIT 6: OUR TET HOLIDAY Lesson 6: Skills Lesson aim(s) By the end of the lesson, students will be able to: - listen for specific information about preparations for Tet; - write an email about what people should/ shouldn’t at Tet Materials (referenced) - Grade textbook, Unit 6, Skills - CD, cassette - sachmem.vn Anticipated difficulties Solutions Students may have - Play the recording many times if any underdeveloped listening, writing and necessary co-operating skills - Encourage students to work in pairs, in groups so that they can help each other - Provide feedback and help if necessary Some students will excessively - Define expectation in explicit detail talk in the class - Have excessive talking students practise - Continue to define expectations in small chunks (before every activity) Board Plan Date of teaching Unit 6: Our Tet holiday Lesson 6: Skills * Warm-up Unjumble the words: REPPREA OFR ETT  PREPARE FOR TET I Listening: *Brainstorm: Preparing for Tet Task 1: Listen and tick the things you hear (p 65) Task 2: Listen again and answer the questions in one or two words (p 65) * Make a quiz for your friend II Writing: Task 3: Work in groups Discuss and make a list of four things that you think children should and shouldn’t at Tet (p 65) Task 4: Complete the email, using your ideas in (p 65) * Homework Stage Warm-up Stage aim Procedure To introduce * UNJUMBLE THE the topics of WORDS the listening, - Teacher writes on the and also arouse board the jumbled students’ words: interest REPPREA OFR ETT - Teacher asks students to unjumble the words on board Those who find the words will be the winner Interactio Time n mins T-Ss - Teacher allows students to give their answers freely until someone find the answer Answers key: PREPARE FOR TET Pre-Listening To help students brainstorm ideas about Tet preparation * Brainstorm: - Teacher writes on the board and asks students how their family and they prepare for Tet T-Ss mins Preparing for Tet - Teacher accepts all reasonable answers and writes on the board Suggested answers:  Buy new clothes  Clean the house  Decorate the house - Teacher tells students that they are going to listen to Nguyen’s letter to his pen-friend – Tom about how his family prepares for Tet WhileListening - To help students develop listening skill for specific information - To help students Task 1: Listen and tick the things you hear (p 65) - Teacher asks students to read aloud the list of words, makes sure students produce them correctly This would 10 mins T-Ss develop help them recognize the listening skill key words when they for specific are doing the listening information - Teacher plays the (short-answer recording one or two question) times (depending on - To help students’ levels) students - Teacher lets students combine work individually listening and - Teacher asks students to writing at the compare their answers same time in pairs - Teacher checks the answers as a class Answer key: old things, peach flowers, new clothes, wishes Task 2: Listen again and answer the questions in one or two words (p 65) - Teacher asks students to read the questions carefully and underline keywords in each question to determine what information they need to answer the questions - Teacher reminds students that: nouns; main verbs; wh-words; adjectives and adverbs are usually keywords Key word nouns mainverbs wh-words adjectives adverbs - Teacher models one question and asks S Ss-Ss T-Ss T-Ss T-Ss students to the same with the rest What they throw away before Tet? - Teacher reminds students to pay attention to the WORD LIMIT - Teacher plays the recording - Teacher asks students to swap their answers in pairs before checking their answers as a class Answer key: old things (their) homes red (my) father anything Audio script: Dear Tom, Tet is coming and I’m very happy We a lot of things before Tet We throw some old things away We clean and decorate our homes My mother goes shopping and buys food, red envelopes, and peach flowers She also buys new clothes for us My father makes banh chung and cooks them on an open fire He says that I should make some wishes at Tet, and I shouldn’t break anything It brings bad luck Yours, T-Ss S Ss-Ss Nguyen PostListening Pre-Writing To test students’ memory for the listening text in a creative way; to check students’ listening comprehension * Make a quiz for your friend - Teacher puts students in pairs, and reminds students of the types of listening questions they usually see: - T/F; multiple-choice; short-answer question - Teacher asks each students in a pair to write two questions for their partner based on what they remember about the listening - After finish writing, students take turns to ask and answer in pairs - Teacher walks around the class and provides help if needed - After minutes, teacher asks for the winner in each pair and praises them To help students brainstorm ideas for their email; and to review Tet vocabulary Task 3: Work in groups Discuss and make a list of four things that you think children should and shouldn’t at Tet (p 65) - Teacher divides students into groups of four to discuss and make a list of the things they think children Pair work mins mins Group work should/shouldn’t at Tet - Teacher guides students to write short phrases/ notes instead of full sentences here - Teacher walks around and observes students’ performances If students come up with any new activities or things, teacher writes it on the board for other students to see and discuss WhileWriting Post-Writing To help students complete an email talking about what people should/ shouldn’t at Tet Task 4: Complete the email, using your ideas in (p 65) - Teacher asks students to read what has been written in the incomplete email, and ask students to decide what will come in between the sentences - Teacher lets students this task individually - Teacher walks around the class and offers help if needed To peer check, - Teacher asks students to cross check and exchange their final check textbooks to check their students’ friends’ writing writing - Teacher then calls one or two students to share their writing with the class - Teacher gives feedback T-Ss 10 mins S Ss-Ss T-Ss mins Consolidation To consolidate what students have learnt in the lesson Homework To allow students to write a letter in a more challenging way Teacher asks students to talk about what they have learnt in the lesson Imagine that you are Tom – Nguyen’s pen friend Write a letter back to Nguyen to tell him about what people should and shouldn’t in the New year in your country T-Ss mins UNIT 6: OUR TET HOLIDAY Lesson 7: Looking back & Project Lesson aim(s) By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 6; - apply what they have learnt (vocabulary and grammar) into practice through a project Materials (referenced) - Grade textbook, Unit 6, Looking back & Project - Handouts, a peach blossom tree - sachmem.vn Anticipated difficulties Students may have underdeveloped speaking, writing and co-operating skills when doing project Some students will excessively talk in the class - Solutions Encourage students to work in pairs, in groups so that they can help each other Provide feedback and help if necessary Define expectation in explicit detail Have excessive talking students practice Continue to define expectations in small chunks (before every activity) Board Plan Date of teaching Unit 6: Our Tet holiday Lesson 7: Looking back & Project * Warm-up Crossword: things and activities at Tet I Looking back: Task 1: Match the verbs on the left with the nouns on the right (p 66) Task 2: Complete the sentences with the words/phrases in the box (p 66) Task 3: Tick the things a child should and cross the things he/she shouldn’t when visiting someone’s house at Tet Then write sentences using should/ shouldn’t (p 66) Task 4: Read the passage and fill the blanks with some or any (p 66) II Project: I WISH * Homework Stage Stage aim Procedure Warm-up To revise the vocabulary related to the topic and lead in the next part of the lesson * CROSSWORD - Teacher prepares a crossword game with a clue picture for each word - Teacher divides students into groups - The first group to finish the crosswords with all correct answers will be the winner Interactio Time n mins Group work Clues: Across Down Answer key: peach flowers fireworks lucky money wish clean the furniture shopping special food - Teacher checks the answers as a class Looking back To help students revise the vocabulary about things and activities at Tet To help students Task 1: Match the verbs on the left with the nouns on the right (p 66) - Teacher encourages students to complete the task individually - Students exchange their textbooks to compare their answers together - Teacher gives feedback to the whole class Answer key: D C E A B F Task 2: Complete the sentences with the words/phrases in the box T - Ss 16 mins S Ss-Ss T-Ss ... REVIEW (UNITS 4-5 -6) 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 4-5 -6 Materials... learnt in Units 4-5 -6 * Memory game: - Teacher divides the class into big groups - Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 4,... learnt in the lesson T-Ss Ss T-Ss mins Homework To prepare for Prepare for Unit the next lesson T-Ss REVIEW (UNITS 4-5 -6) Lesson 1: Language Lesson aim(s) By the end of this review, students will