Giáo án Tiếng Anh Lớp 6 (Global sucess) - Unit 3: My friends

Nội dung text: Giáo án Tiếng Anh Lớp 6 (Global sucess) - Unit 3: My friends

1. UNIT 3: MY FRIENDS Lesson 1: Getting started – My friends I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Have an overview about the topic My friends - Have vocabulary to talk about body parts and appearance to describe people’s appearance 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Be ready to describe classmates - Develop self-study skills II. Materials 112
2. - Grade 6 textbook, Unit 3, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equipvalent 1. glasses (n) /ˈɡlɑːsɪz/ things people wear when they mắt kính have eyes’ problems 2. cheek (n) /tʃiːk/ the parts under people’s eyes má 3. foot (n-s)/feet (n-p) /fʊt/ - /fiːt/ the body part we use to stand bàn chân on Anticipated difficulties Solutions 1. Students may be lack of knowledge about body Prepare some handouts on vocabulary and structures to parts and structures to describe people’s describe people’s appearance. appearance 113
3. 2. Students may have underdeveloped listening, - Play the recording many times if necessary 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 Board Plan 114
4. Date of teaching Unit 3: My friends Lesson 1: Getting started * Warm-up The body part song I. Vocabulary 1. glasses (n) 2. cheek (n) 3. foot/feet (n) II. Getting started Task 1: Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture. Task 2: Listen to the conversation and check the prediction. (p. 26) Task 3: Listen to the conversations again and work in pairs to do Ex. 2. Task 4: Show a picture – stickers do Ex. 3 Task 5: Work in groups of 3-4 to do Ex. 4 III. Production Task 6: Game: Describe and guess * Homework Procedures: 115
5. Stage Stage aim Procedure Interaction Time Warm-up to review on * Listen and do along T-Ss 5 mins people’s body - Teacher plays the song on speakers. parts, recall Ss - Teacher and students sing along and vocabulary. point at the mentioned body parts in the song lyrics. Do 2-3 times and make it faster each time. Link: f_fHIzg Lyrics: Body body bop bop! Body bop bop! Body body bop bop! Body bop bop! Wash your head. Wash your shoulders. Body body bop bop bop! Wash your tummy. 116
6. Wash your bottom. Body body body body bop! Body body bop bop! Body bop bop! Touch your eyes. Touch your nose. Body body bop bop bop! Touch your mouth. Touch your ears. Body body body body bop! Body body bop bop! Body bop bop! Body body bop bop! Body bop bop! Wiggle your arms. Wiggle your legs. Body body bop bop bop! 117
7. UNIT 3: MY FRIENDS Lesson 5: Skills 1 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Read for specific information about friends and summer camps; - Talk about friends and summer camps; 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 3, Skills 1 158
8. - Computer connected to the internet - Projector/ TV - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. superb (adj) /sʊˈpɜː(r)b/ the highest quality siêu đẳng 2. perfect (adj) /ˈpɜː(r)fekt/ as good, correct, or accurate as it hoàn hảo is possible to be 3. leadership (n) /ˈliːdə(r)ʃɪp/ the skill that allow a person to kĩ năng lãnh đạo help and guide others 4. field trip (n) /fiːld trɪp/ a visit to a place that gives chuyến tham quan students the chance to study something in a real environment Anticipated difficulties Solutions 1. Students may be lack of knowledge about body Prepare some handouts on vocabulary and structures to parts and structures to describe people’s describe people’s appearance. appearance 159
9. 2. Students may have underdeveloped listening, - Encourage students to work in pairs, in groups so that they speaking and co-operating skills. can help each other. - Provide feedback and help if necessary. Board Plan 160
10. Date of teaching Unit 3: My friends Lesson 5: Skills 1 * Warm-up Listen and do along I. Vocabulary 1. superb (adj) 2. perfect (adj) 3. leadership (n) 4. field trip (n) II. Practice Task 1: Look at the advertisement, discuss in pairs and answer. Task 2: Explicit reading skills: Scan and Skim. Task 3: Read the email and decide the sentences T or F. Task 4: Work in groups and do Ex. 3. III. Production Task 5: Students to work in groups and share their opinions. * Homework 161
11. Procedures Stage Stage aim Procedure Interaction Time Warm-up To activate Ss’ * Listen and do along T-Ss 5 mins knowledge of the - Teacher plays the song on speakers. topic in the reading - Teacher and students sing along and text. point at the mentioned body parts in the song lyrics. Do 2-3 times and make it faster each time. Lead-in To lead in the topic. Task 1: Lead in questions: Look at the T-Ss 3 mins advertisement, discuss in pairs and answer. 1. Who is the superb summer camp for? 2. What can people do at this summer camp? Suggested answers: 1. It’s for kids between 10 and 15 years old. 162
12. 2. They can play sports and games, draw pictures, play music, learn life skills, go on field trips, etc. Presentation To provide students VOCABULARY T-Ss 5 mins (Vocab- with some lexical - Teacher introduces the vocabulary by: pre-teach) items before reading + showing the pictures illustrating the the text. words. + providing the synonym or antonym of the words. + providing the definition of the words. 1. superb (adj) [explanation] 2. perfect (adj) [explanation] 3. leadership (n) [explanation] 4. field trip (n) [explanation] Pre-Reading To practice the Task 2: Explicit reading skills: Scan and T-Ss 20 mins targeted language Skim. (adjectives) and the - Teacher explicits the targeted skills. background knowledge. 163
13. - Teacher explains how to scan and skim and ask students to practice with the advertisement. Task 3: Read the email and decide the While-Reading sentences T or F. - Ask students how to do the exercise. T-Ss Instruct them to do the exercise if needed (e.g. reading the sentences, underlining the key words, locating the key words in the text, deciding whether the sentences are true or false). 164
14. - Set a time limit for them to read the S text and answer true or false. If it is false, ask them to correct it. Teacher ask students to note where they found the information that helped them complete the activity. - Have students work in pairs and Ss-Ss compare their answers before having them discuss as a class. Ask students to support their answers with information from the text. Answer key: 1. F (They speak English only.) 2. F (He has three.) 3. F (Jimmy likes taking photos.) Post-Reading 4. T 5. T Task 4: Work in groups and do Ex. 3. - Teacher has students look at the advertisement for the Superb Summer 165
15. Camp again and underline the requirements for the students if they want to join the camp (e.g. between 10 - 15 years old; ability to use English all the time, etc.) and the types of T-Ss activity Ss can do at the camp. Pre-Speaking - Teacher asks students to read the information about the three students Mi, An and Vy. Instruct students to underline the features of each student and compare these with the information stated in the advertisement. Group work - Teacher asks them to work in groups and decide if the Superb Summer Camp is suitable for these students and explain why. Invite students from different groups to share their answers. Suggested answers: 166
16. While- 1. The camp is suitable for her because Speaking it suits her age and she can use English. She can also practise her creativity at the camp. 2. The camp does not seem to suit An. He may be too old for the camp and he can’t speak English. 3. The camp suits Vy. It suits her age and it can help her improve her English. Production To provide an Task 5: Students to work in groups and 8 mins (Post- opportunity for share their opinions. Speaking) students to practise - Teacher has students think about speaking. themselves and decide if the camp T-Ss suits them. Encourage them to give the reasons for their answers. - Teacher asks students to work in Ss-Ss groups and share their opinions. Move around to observe and provide help if needed. 167
17. - Call on some Ss to share their T-Ss answers. Suggested answers: - I think Superb summer camp is suitable for me because I’m 12. - Superb summer camp is good for me because I want to speak English all the time. - Wrap-up To consolidate what Teacher asks students to talk about T-Ss 3 mins students have learnt what they have learnt in the lesson. in the lesson. Homework To prepare Do exercises in the workbook. T-Ss 1 min vocabulary for the next lesson: Skills 2. 168
18. UNIT 3: MY FRIENDS Lesson 6: Skills 2 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Listen for specific information about best friends - Write a diary entry about best friends 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 3, Skills 2 169
19. - Computer connected to the internet - Projector/ TV/ pictures and jumbled word cards - sachmem.vn Anticipated difficulties Solutions 1. Students may lack knowledge and experiences about Prepare some hand-outs in which key language of the key the topic. language of describing people. 2. Students may have - Play the recording many times if necessary. underdeveloped listening, writing and co-operating - Encourage students to work in pairs, in groups so that skills. they can help each other. - Provide feedback and help if necessary. 3. 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 170
20. Date of teaching Unit 3: My friends Lesson 6: Skills 2 * Warm-up Game: Jumble words I. Listening Task 1: Look at the pictures. Guess the activity. Check as a class discussion. Task 2: Work in pairs. Note down to describe the two girls. Underline key words. Listen and find out who is Lan and Chi. Task 3: Listen again and fill in the blanks. II. Writing Task 4: Work in pairs. Ask and answer about your best friend. Task 5: Write a diary entry about your best friend. Cross check. * Homework Procedures Stage Stage aim Procedure Interaction Time 171
21. Warm-up To review the * Game: Jumbled words 5 mins vocabulary. - Teacher sticks some jumbled words T-Ss onto the board. - Students raise hands to answer. TACIEV LFIEDRNY UNFNY RCUFEAL TOFCNDITEN Answer key: 1. ACTIVE 2. FRIENDLY 3. FUNNY 4. CAREFUL 5. CONFIDENT 172
22. Pre-Listening To help students Task 1: Look at the pictures. Guess T-Ss 6 mins recall knowledge of the activity. Check as a class present continuous. discussion. - Teacher tells students to look at the pictures and guess what they are doing. - Teacher plays the recording. Students listen and check their predictions. Answer key: a. They are talking. b. They are playing football. c. They are walking. 173
23. While-Listening - To develop students Task 2: Work in pairs. Note down to 10 mins listening skills. describe the two girls. Underline - To help students keywords. Listen and find out who is develop listening skill Lan and Chi. for specific *Descriptions information. - Teacher asks students to look at the pictures and note down some descriptions about the 2 girls. T-Ss - Teacher asks students to underline the keywords Tell students to pay attention to the key words while listening. * Listen and decide who is Lan and Chi T-Ss - Teacher plays the recording. - Teacher asks students to listen and choose the answers. - Teacher asks students to compare their answers with the prediction made previously. 174
24. - Teacher checks students’ answers as a class. Answer key: - Lan is the girl wearing a red and white jacket and a red cap. - Chi is the girl wearing a white T-shirt and a blue skirt. To help students Task 3: Listen again and fill in the develop listening skill blanks. for specific - Teacher asks students to read the information (gap- questions carefully and determine filling). what information they need to fill the gaps (numbers, words). - Teacher plays the recording for students to fill the gaps. - Teacher asks them to swap their answers in pairs before checking their answers as a class. Answer key: 1. 6A 175
25. 2. black; mouth 3. friendly 4. big T-Ss 5. kind Audio script: Mi: My best friend is Quyen. She studies with me in class 6A. She’s tall and slim. She has short black hair and a small mouth. She’s very active and friendly. She likes playing sports and has many friends.Look, she’s playing football over there! Minh: Chi is my best friend. We’re in class 6B. She’s short with long black hair and a big nose. I like her because she’s kind to me. She helps me with my English. She’s also hard-working. She always does her homework before class. Look, she’s going to the library. 176
26. Post-Listening To develop students’ * Talk about your friends: 5 mins speaking skill, using - Students work in groups of 3. the available - Teacher asks students to say 2 Group work information and their words about appearance and background personalities of the other 2 knowledge. members and ask them if they think it is true about them. - Students can add more information based on their background knowledge. - Teacher goes around and helps if needed. Pre-Writing To help students talk Task 4: Work in pairs. Ask and 5 mins about a friend. answer about your best friend. - Teacher asks students to work in Pair work pairs. - Teacher asks students to take short notes of the answers for later use. - Teacher goes around and helps if needed. 177
27. Suggested answers: 1. His/Her name is 2. He/She is 3. While-Writing To teach students Task 5: Write a diary entry about 10 mins how to write a your best friend. Cross check. diary entry about a - Ask students to write the diary entry S friend. individually. - Ask one or two students to write T-Ss their entry on the board. - Other students and teacher Ss-Ss comment on the entries on the board. Post-Writing To peer check, cross - Teacher asks students to exchange Ss-Ss 2 mins check and final check their textbooks to check their students’ writing. friends’ writing. - Teacher then gives feedback as a T-Ss class discussion. 178
28. Wrap-up To consolidate what Teacher asks students to talk about T-Ss 2 mins students have learnt what they have learnt in the lesson. in the lesson. Homework To allow students Rewrite the diary entry in the T-Ss 1 min finalize their notebook. postcards after being checked by friends and the teacher. 179
29. UNIT 3: MY FRIENDS Lesson 7: Looking back & Project I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Review the vocabulary and grammar of Unit 3 - Apply what they have learnt (vocabulary and grammar) into practice through a project 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 3, Looking back and project 180
30. - Computer connected to the internet - Projector/ TV/, colours and pens, worksheets - sachmem.vn Anticipated difficulties Solutions 1. Students may have underdeveloped - Encourage students to work in pairs, in groups so that they can speaking, writing and co-operating skills help each other when doing project. - Provide feedback and help if necessary 2. Some students will excessively talk in the - Define expectation in explicit detail class. - Have excessive talking students practise - Continue to define expectations in small chunks (before every activity) Board Plan 181
31. Date of teaching Unit 3: My friends Lesson 7: Looking back & Project * Warm-up Brainstorming: adjectives to describe people. I. Looking back Task 1: Choose the best options to complete the sentences. (Ex. 1, p. 34) Task 2: Game: Lucky Numbers. (Ex. 2, p. 34) Task 3: Put the verbs in the brackets in correct forms. (Ex. 3-4, p. 34) II. Project My class year-book * Homework Procedures Stage Stage aim Procedure Interaction Time Warm-up To revise the * Brainstorming 5 mins vocabulary related - Teacher divides the board, and divides the class Group work to the topic and lead into 2 big groups. 182
32. in the next part of - Each group will be assigned a category: the lesson. APPEARANCE & PERSONALITIES - Teacher asks students to brainstorm all adjectives related to people’s appearance and personalities. - The group having the most suitable answers is the winner. Suggested answers: - Appearance: tall, short, beautiful, smart, - Personalities: confident, careful, clever, funny, Looking back To help students Task 1: Choose the best options to complete the 16 revise the adjectives sentences. (Ex. 1, p. 34) mins describing people. - Teacher encourages students to complete the S task individually. - Students exchange their textbook to discuss the Ss-Ss reasons why they are choosing the appropriate adjectives. - Teacher gives feedback as a class discussion. Answer key: 1. B 183
33. 2. A T-Ss 3. C 4. A 5. C Task 2: Game: Lucky Numbers. (Ex. 2, p. 34) - Teacher divides the class into 2 groups. Group work - Teacher asks students to choose the number and answer the questions quickly in 3 seconds. - If students choose the lucky number, they don’t have to answer. 1 2 3 4 5 6 1. Who has long hair in your class? 2. Who has a small nose? 3. Who has a round face? 4. Does the classmate next to you have long hair? 5. Does the classmate next to you have big eyes? 6. LUCKY NUMBER 184
34. To help students Task 3: Put the verbs in the brackets in correct revise present forms. (Ex. 3-4, p. 34) tenses in context - Teacher has students complete the task S individually. - Students exchange their textbooks to discuss the reasons about their choices. Ss-Ss - Students should record their original answers to guide their self-assessment later. - Teacher gives feedback as a class discussion. T-Ss Answer key: Ex. 3: 1. are running 2. are talking 3. are not talking / aren’t talking 4. are drawing 5. is not teaching / isn’t teaching Ex. 4: 1. are you doing; am writing / ’m writing 2. cycles; don’t cycle; walk 3. Is he doing; is reading / ’s reading 185
35. Project To allow students to * My class yearbook: T-Ss 20 apply what they mins have learnt (vocabulary and grammar) into practice through a project. - Teacher sets the context and asks students to bring a photo of his/her friend to class. - Teacher asks students to write a draft (using the clues) 186
36. - Teacher checks and sets time for students to make a year-book page. - Teacher gives comments and feedback. Wrap-up To consolidate what Teacher asks students to talk about what they T-Ss 3 mins students have learnt have learnt in the lesson. in the lesson. Homework To prepare for the Prepare for the next lesson: Read Review 1. T-Ss 1 min next lesson. 187