GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂM

GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂM; GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂMGIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂMGIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂMGIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂMGIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CẢ NĂM

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 Form Meaning Pronunciation subject (n) the thing that is being studied /ˈsʌbdʒekt/ uniform (n) a set of clothes that has to be worn by the members of the same group of people /ˈjuːnɪfɔːm/ calculator (n) an electronic device used for mathematical processes /ˈkælkjəleɪtər/ Materials (referenced) - Grade textbook, Unit 1, Getting started Projector/ pictures and cards sachmem.vn Anticipated difficulties Students may lack experience of group/ team work - - Solutions Encourage students to work in groups so that they can help each other Give short, clear instructions and help if necessary Board Plan Date of teaching Unit 1: My new school Lesson 1: Getting started * Warm-up Memorising game I Vocabulary subject (n) uniform (n) calculator (n) II Practice 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:http://tuyensinh247.com/bai-giang-de-thi-thu-dh-thpt-quoc-gia-monngu-van-nam-2016-de-2-co-video-chua-v2691.html 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 Stage Warm-up Stage aim Procedure - To activate * Memorising game: students’ - Teacher divides class knowledge on into teams the topic of - Teacher asks students the unit to close the books, - To set the shows the picture context for the (pages and 7) and listening and asks them to reading part memorise every detail in the picture in minute - Teacher hides the pictures and asks Inter actio n Team work Time mins Presentati on (Vocab – pre-teach) Practice To prepare students with vocabulary - T o h 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: I can see three people They are students They are at one of the boys’ home They are carrying school bags/ 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 T-Ss mins T-Ss mins a - Students listen and v read e - Teacher checks st students’ prediction u - Teacher calls d students to read the e conversation aloud n ts Task 2: Read the conversation again k and tick (✔) T (True) or F (False) n - Teacher tells students o to read the w conversation again and t work independently to h find the answers e Remind students to t underline the o information and pi correct the false c statements - Teacher has students pair compare before checking with the whole class - Teacher calls some students to give the - To have answers students get Answer key: specific T information of F the text T T F Task 3: Write one word from the box in each gap - Teacher has students read the mins T-Ss Ss-Ss T-Ss mins S 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 mate’s answer Answer key: wear has go uniforms subjects - To Task 4: Match the words with the checschool things Then listen and k repeat stud*Pelmanism ents- Teacher divides the class into unde teams rstan - Teacher put two sets of cards, one ding includes pictures of school things of and the other includes their the names Members from two teams conv take turns and matchs the names ersa with the correct pictures as fast as tion possible The team matched faster and and correctly is the winner help stud ents use the wor ds in cont ext T-Ss Ss-Ss mins T-Ss Ss-Ss - To provide students vocabulary To check students’ vocabulary and improve group work skill Consolidati To consolidate on what students have learnt in the lesson 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 in the class Grou - Students may ask p teacher if they don’t work know the names of the items - Students share with the whole class Teacher asks students to talk about what they have learnt in the lesson T-Ss mins mins Homework To review the lesson and prepare for the next lesson - Do exercises in the workbook Think of activities students can at school T-Ss mins UNIT 1: MY NEW SCHOOL Lesson 2: A closer look 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 Form science (n) exercise (n/v) Meaning a particular subject that is studied using scientific methods physical activity that you to make your body strong and healthy Pronunciation /ˈsaɪəns/ /ˈeksəsaɪz/ Materials (referenced) - Grade textbook, Unit 1, A closer look Projector/ Pictures sachmem.vn Anticipated difficulties Students may have difficulties in distinguishing two sounds /ɑː/ and /ʌ/ Some students will excessively talk in the class Solutions Provide students some tips by identifying the letters may include each sound - - Board Plan Define expectation in explicit detail Have excessive talking students practise Continue to define expectations in small chunks (before every activity) Date of teaching Unit 1: My new school Lesson 2: A closer look * Warm-up Game: Hot seat I Vocabulary science (n) exercise (n/v) 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 Stage Warm-up Stage aim Procedure To activate * Game: Hot seat students’ prior - Teacher divides students knowledge and into teams vocabulary Each team has a member related to the standing against the topic 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 Interactio n Team work Tim e s Answer key: play football listen to music skip rope 10 What type of robot is that? A Home robot B Space robot C Teacher robot D Doctor robot What type of robot is that? A Worker robot B Space robot C Teacher robot D Doctor robot What type of robot is that? A Home robot B Worker robot C Teacher robot D Doctor robot 902 4.What type of robot is that? A Home robot B Space robot C Teacher robot D Doctor robot 5.What type of robot is that? A Home robot B Space robot C Teacher robot D Worker robot Answer key: B D B C A Lead in To lead in the lesson about Skills - Teacher leads students into the lesson by asking students the question: What robots are you interested in? Why? Suggested answers: I am interested in home robots because they can help my mom the housework 903 T-Ss mins Pre-Reading (Pre-teach vocabulary) To provide students with some lexical items before reading the text VOCABULARY - Teacher introduces the vocabulary by: ●providing the synonym of the words; ●providing the pictures of the words; ●providing the definition of the words literature (n) [picture] subject (n) [picture] improve (v) [definition] to become better than before look after (phv) [synonym] take care of space station (nph) [picture] planet (n) [picture] literature subject 904 T-Ss mins space station planet WhileReading To develop reading skills for general and specific information Task 2: Read the text and choose the best answer to each of the questions (p 64) * Keywords in multiple choice questions: - Teacher asks students to go through the questions (1 – 4) to make sure that they understand them and know what information is being asked - Students underline the key word(s) in each question to locate the answer in the reading text - Teacher asks students to read the text and answer the questions The fastest student who gives the correct answers will get mark 10 Answer key: B C C C Task 3: Read the text again and fill the table 905 10 mins T- Ss Ss (p 64) - Teacher asks students to scan the text again and find the detailed information to complete the table - Teacher asks students to note down where they have found the information - Students compare their answers with peers - Teacher checks students' answers as a class Answer key: Pre-Speaking To help students form the ideas for their speaking Task 4: Work in groups Discuss what you think robots can in the five places (p 64) - Teacher divides the class into groups and assigns each group a place in Task - Teacher provides each group with a piece of A2 paper and some markers - Teacher asks students to work in groups, discuss what robots can in the place they are 906 mins Group work Ss-Ss assigned and note the ideas they have discussed on the paper - Teacher goes around and offers help if needed WhileSpeaking To help students use what they have learnt so far to talk about what robots can in the place they are assigned Post-Speaking To help students improve next time Consolidation To consolidate what students have learnt in the lesson Homework To prepare for the next lesson: Skills Task 5: Present your discussion (p 64) - Teacher invites some groups to share their discussion and makes sure they speak in full sentences - Students share their discussion with the whole class 10 mins T-Ss Ss-Ss - Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation - Teacher gives feedback and comments Ss-Ss Teacher asks students to talk about what they have learnt in the lesson T-Ss mins Choose a type of robot in reading text and write about what they can T-Ss 907 mins T-Ss UNIT 12: ROBOTS Lesson 6: Skills Lesson aim(s) By the end of the lesson, students will be able to: - listen for specific information about what a robot can do; - write a paragraph about the robot they want to have Materials (referenced) - Grade textbook, Unit 12, Skills - Pictures - sachmem.vn Anticipated difficulties Solutions Students may lack knowledge and experiences about the topic Prepare some hand-outs in which key language related to the topic Robots Students may have underdeveloped listening, writing and co-operating skills - Play the recording many times if any necessary - Encourage students to work in pairs, in groups so that they can help each other - 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 908 Board Plan Date of teaching Unit 12: Robots Lesson 6: Skills * Warm-up Brainstorming I Listening Task 1: Listen to the conversation and tick the phrases you hear (p 65) Task 2: Listen and tick True (T) or False (F) (p 65) II Writing Task 3: Imagine a robot you would like to have and make notes about it (p 65) Task 4: Write a paragraph of 50-60 words about the robot you would like to have (p 65) * Homework Stage Stage aim Procedure Warm-up To activate students’ prior knowledge of different types of robots * Brainstorming: - Teacher sticks icons on the board, and divides the class into big groups Space robot 909 Interaction Time T-Ss Group work mins Doctor robot Worker robot Teacher robot Home robot - Each group will be assigned a type of robot - Teacher asks students to brainstorm all abilities that the robot can have - The group having the most suitable answers is the winner 910 Suggested answers: o Space robot: build space stations, take measurements, collect samples, take pictures of planets, ect o Doctor robot: look after sick people, the surgery, help the doctors, ect o Worker robot: build houses, move heavy things, o Teacher robot: help children study, teach English, literature, maths and other subjects, help children improve English pronunciation, ect o Home robot: cook meals, clean the house, the washing, iron clothes, ect Lead in To help students have the ideas of what the conversation is about Teacher draws students’ attention to the lesson by telling them: “Today we are going to listen to a conversation about what robots can and learn how to write about a robot you would like to have.” Pre-Listening To help students have ideas of what the conversation Task 1: Listen to the conversation and tick the phrases you hear (p 65) - Teacher asks students to underline key words in 911 T-Ss mins T-Ss is about WhileListening To help students develop listening skill for specific information (T / F) each of five given phrases and guess which phrases will appear in the conversation - Teacher plays the recording and asks students to tick next to the phrase they hear from the conversation - Teacher calls some students to share their answers and confirms the correct ones Answer key: - look after sick ✔ people - understand what we say - build the very high buildings - teach many subjects - move heavy things Task 2: Listen and tick True or False (p 65) * True – False prediction: - Teacher asks students to go through the statements (1 – 5) to make sure that they understand and know what information they have to catch for the answers - Students underline the key word(s) in each statement and guess 912 Ss mins T-Ss Ss whether they are True or False individually * Listen and decide True or False: - Teacher plays the recording - Teacher asks students to listen and tick the answers - Teacher asks students to compare their answers with the predictions made previously - Teacher calls on some students to read aloud their answers and correct the false one(s) - Teacher checks students' answers as a class Answer key: F (Robots can quite a lot today.) T T T F (No, not everything They can’t understand our feelings or play football.) Audio script: Khang: Dr Adams, please tell me something about robots Dr Adams: Sure Robots can quite a lot today Home robots can housework Doctor robots can look after sick people And … 913 Ss Ss-Ss T-Ss Khang: Can robots build houses? Dr Adams: Yes Worker robots can even build very high buildings Khang: Can they teach? Dr Adams: Yes Teacher robots can teach many subjects in a classroom or online Khang: Can they understand what we say? Dr Adams: Yes, they They can even speak to us Khang: Robots can everything like humans? Dr Adams: No, not everything They can’t understand our feelings or play football Pre-Writing To help students prepare ideas for their writing Task 3: Imagine a robot you would like to have and make notes about it (p 65) - Teacher asks students to make notes on a robot they want to design (its name, type of robot, where it can work and what it can do) - Remind them that they not have to write full sentences and they can use abbreviations - Teacher goes around and helps if needed - Students work in pairs and share their notes 914 mins T-Ss Ss-Ss Pair work with their partners Model notes: Name Mimi of your robot Type of Home robot robot Where At my it can house work What Help my it can Mum do for the you housework: clean the house, wash dishes and cook meals While-Writing To help students practice writing a paragraph about the robot they would like to have Task 4: Write a paragraph of 50-60 words about the robot you would like to have (p 65) - Teacher introduces some structures to write about the robot: * Name: My robot’s name is… I would like to have a robot named… I would name my robot … * Type: It is a … * Where it can work: It can work at… 915 10 mins T-Ss … is an ideal place for it * What it can do: My robot can… My robot is able to… - Teacher asks student to use the given structures and the information they have noted in task three to write a paragraph about the robot they want to have Post-Writing To peer check, cross check and final check students’ writing - Teacher asks students to exchange their textbooks to check their friends’ writing - Teacher then gives feedback as a class discussion Consolidation To Teacher asks students to consolidate talk about what they have what learnt in the lesson students have learnt in the lesson Homework To allow students finalize their writings after being checked by friends and the teacher Rewrite the final version of students’ writing on your notebook 916 Ss Ss-Ss mins T-Ss T-Ss mins T-Ss ... Task 4:http://tuyensinh247.com/bai-giang-de-thi-thu-dh-thpt-quoc-gia-monngu-van-nam-20 16- de-2-co-video-chua-v 269 1.html Match the words with the school things Then listen and repeat Task 5: Write... Students work in pairs and the task - Teacher calls some pairs to share their 12 T-Ss Pair work T-Ss 16 s To help students use the vocabulary in context Answer key: answers with the whole class Teacher... sounds /ɑː/ and /ʌ/ practise the /ɑː/ - Teacher and /ʌ/ sounds asks students to listen and repeat 16 T-Ss s To help students practise the sounds /ɑː/ and /ʌ/ in sentences Production To give students