Tiếng AnhLớp 6Unit 9. Cities of the world

Giáo án Review 3: Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Choose question words (what, where, when, who, why, how often) and linking words (and, but, so) to match meaning and context.
Use the past simple (regular and irregular verbs), negative and question forms with did, and imperatives with Don't.
Use possessive adjectives before nouns and possessive pronouns on their own, and distinguish its from it's.
Pronounce the sounds /θ/, /ð/, /e/, /æ/, /əʊ/, /aʊ/ in words and sentences, and explain the difference between similar sounds.
Use the vocabulary of the three units: cartoon, documentary, racket, goggles, landmark, palace.

2. Competences

a) General competences

Self-control and independent learning: Ss review their own mistakes in the exercises, correct them with the answer key and note the rule they need to remember.
Communication and collaboration: Ss work in pairs and teams to ask and answer questions, check answers and explain their choices to classmates.
Problem-solving and creativity: Ss analyse the context of each sentence to choose the correct form and write an original postcard about their own city.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model sentences, ask and answer questions in pairs, read sentences aloud and write a short postcard with at least five sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss identify the forms and meanings of question words, linking words, past simple verbs, possessive forms, and the sounds /θ/, /ð/, /e/, /æ/, /əʊ/, /aʊ/, and use the six key vocabulary items correctly.

3. Personal qualities

Diligence: Ss practise each sound several times and repeat the model sentences until they pronounce them clearly.
Responsibility: each team member takes a role (reader, writer, checker) and completes his or her part before the team presents.
Honesty: Ss check their own answers honestly against the key and report the number of mistakes they made.
Kindness: Ss who finish early help classmates who are still struggling with the past simple or possessive forms.

II. Teaching aids and materials

1. Teacher

Laptop, projector and presentation slides with the grammar tables, sound-spelling examples and exercises
Flashcards with the six vocabulary words (cartoon, documentary, racket, goggles, landmark, palace) written as clues only
Whiteboard and markers
Worksheet No. 1 and Worksheet No. 2 (printed, one set per pair)
NeoEdu online lesson: neoedu.vn/learn/6/english/review-3-language (interactive exercises and audio examples)

2. Students

Student's book English 6 (Global Success), Unit 9 and Review 3
Notebook, pen, pencil, eraser
Mini whiteboard and marker (optional, for team games)

III. Procedures

Activity 1: Warm-up · 7 minutes

Mystery Words

a) Aims

Ss recall the key vocabulary of Units 7 to 9 and identify the focus of the review lesson (Period 1).

b) Content

Ss listen to clues given by T and guess the word. Example clues: 'A film about real facts, with no made-up story' (documentary); 'A building where a king or queen lives' (palace); 'A famous place that helps people recognise a city' (landmark); 'Glasses you wear when you swim' (goggles). Ss then answer the question: 'What do we study in this review?'

c) Expected outcomes

Ss name the six words: cartoon, documentary, racket, goggles, landmark, palace. Ss state the focus: 'We review question words, linking words, past simple, imperatives, possessives and pronunciation.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into two teams and explains the game: T reads a clue, teams have 10 seconds to write the answer on mini whiteboards.
Students
Ss form two teams and get ready with their whiteboards.
Teacher
Step 2: Task performance
T reads the clues one by one and monitors the teams.
Students
Ss discuss within their team and write the answer. Example: Ss write 'palace' for 'a building where a king or queen lives'.
Teacher
Step 3: Report and discussion
T asks each team to show its answer and gives a point for each correct word. T asks: 'What is the difference between a cartoon and a documentary?'
Students
Ss show their whiteboards. Expected answer: 'A cartoon is a drawn film for fun; a documentary shows real facts.'
Teacher
Step 4: Conclusion and assessment
T announces the winning team and writes the review focus on the board: question words, linking words, past simple, imperatives, possessives, pronunciation.
Students
Ss copy the review focus into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Question Words and Linking Words

a) Aims

Ss compare the forms and meanings of question words and linking words and explain how they are used in sentences (Period 1).

b) Content

Ss complete Worksheet No. 1, Part A (question words) and Part B (linking words). T shows the examples: 'When does it start?', 'Did you visit the museum? Last Sunday.', 'The game was difficult, but we enjoyed it.', 'It rained, so we played indoors.' Ss explain why 'so' introduces a result and why 'because' and 'so' should not be used together for the same relation.

c) Expected outcomes

Completed Worksheet No. 1.
Part A: what asks about things; where asks about places; when asks about time (e.g. Last Sunday); who asks about people; why asks about reasons; how often asks about frequency.
Part B: and adds information; but shows contrast (The game was difficult, but we enjoyed it.); so shows a result (It rained, so we played indoors.).
Key rule: do not use because and so together to connect the same relation.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the example sentences on the projector and hands out Worksheet No. 1. T asks: 'Which question word asks about time?'
Students
Ss read the examples and look at Worksheet No. 1.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, complete Part A and Part B, and explain the meaning of each word in Vietnamese if needed. T walks around and checks.
Students
Pairs match each question word to its meaning and choose the linking word that fits each sentence. Expected answer: 'When does it start?' asks about time.
Teacher
Step 3: Report and discussion
T calls on two or three pairs to present. T asks: 'Why can we not say The game was difficult, so we enjoyed it, because...?' Probe: 'Is so used for a contrast or a result?'
Students
Ss present answers. Expected answer: 'so' shows a result, 'but' shows a contrast; the sentence 'The game was difficult, but we enjoyed it' has two opposite ideas.
Teacher
Step 4: Conclusion and assessment
T summarises the forms and meanings on the board and corrects any mistakes. T reminds Ss that the clause after so is the result of the clause before it.
Students
Ss correct their worksheets and record the summary in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Past Simple, Imperatives and Possessives

a) Aims

Ss explain the forms of the past simple, imperatives and possessive words, and use them correctly in context (Period 1).

b) Content

T presents the forms: played, visited (regular); go-went, win-won, have-had (irregular); negative did not + base verb; question Did + subject + base verb?; be: was/were. Imperatives: Wear goggles. Don't run near the pool. Possessive adjectives: my postcard, your city, his bag, her map, our room, their tickets. Possessive pronouns: mine, yours, his, hers, ours, theirs. Ss discuss: its (possessive adjective) vs it's (it is).

c) Expected outcomes

Ss complete the summary:

Past simple, regular: played, visited; irregular: go-went, win-won, have-had.
Negative: did not + base verb (did not play). Question: Did + subject + base verb? (Did your team win the match?)
Be: was/were.
Imperative: base verb (Wear goggles.); negative: Don't + base verb (Don't run near the pool.).
Possessive adjective + noun (my postcard); possessive pronoun on its own (The camera is ours).
its = possessive adjective (its map); it's = it is.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the verbs go, win, have, play, visit on the board and asks Ss to give the past simple forms in two minutes.
Students
Ss work individually and write the past forms in their notebooks.
Teacher
Step 2: Task performance
T shows the sentence pairs on slides and asks Ss to decide which form is correct in each: Did your team win/won/winning? Don't run/Not run/Didn't run near the pool.
Students
Ss discuss in pairs and choose the correct forms. Expected answer: Did your team win? (base verb after Did); Don't run (negative imperative).
Teacher
Step 3: Report and discussion
T calls on Ss to explain their choices. T asks: 'Which is correct: It's map or its map? Why?'
Students
Ss answer. Expected answer: 'its map', because its is a possessive adjective before a noun; it's means it is.
Teacher
Step 4: Conclusion and assessment
T presents the summary table of the forms and highlights the common mistakes: did + went (wrong), its as a possessive pronoun (wrong in this unit).
Students
Ss copy the summary into their notebooks and mark the common mistakes.

Activity 2.3: Knowledge formation · 12 minutes

Pronunciation Review

a) Aims

Ss pronounce the sounds /θ/, /ð/, /e/, /æ/, /əʊ/ and /aʊ/ correctly and explain the difference between similar sounds (Period 1).

b) Content

T models the sounds: /θ/ in think, three (tongue lightly between teeth, no voice); /ð/ in this, mother (voiced). /e/ in ten, bed (mouth half open); /æ/ in cat, racket (mouth wide, tongue lower); compare pen and pan. /əʊ/ in go, boat; /aʊ/ in now, town (diphthongs that glide from one position to another). Ss listen, repeat and sort the words into sound groups.

c) Expected outcomes

Ss sort the words into sound groups:

/θ/: think, three
/ð/: this, mother
/e/: ten, bed, pen
/æ/: cat, racket, pan
/əʊ/: go, boat
/aʊ/: now, town
Ss explain: '/θ/ is not voiced; /ð/ is voiced; do not replace /θ/ with /t/ or /s/ and do not replace /ð/ with /d/.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the mouth position for each sound and shows the words on slides. T says: 'Listen and repeat after me.'
Students
Ss listen and repeat the words chorally and individually.
Teacher
Step 2: Task performance
T plays a minimal-pair game: T says one word, Ss show a card or raise a hand for the correct sound group. T asks: 'Is pen the same as pan?'
Students
Ss identify the sound group. Expected answer: pen is /e/ and pan is /æ/; they are different sounds.
Teacher
Step 3: Report and discussion
T asks each pair to read a sentence aloud, for example: 'Think about the three mothers in this town.' T listens and gives feedback.
Students
Pairs read the sentence and correct each other's pronunciation of /θ/ and /ð/.
Teacher
Step 4: Conclusion and assessment
T confirms the sound groups and reminds Ss to keep the stress natural in long words. T notes that the en-US form of /əʊ/ can be written as /oʊ/.
Students
Ss write the sound groups in their notebooks.

Activity 3.1: Practice · 10 minutes

Quiz: Grammar and Vocabulary in Context

a) Aims

Ss apply question words, linking words, past simple and possessive forms to choose the correct answers (Period 2).

b) Content

Ss do exercises 1 to 5 in pairs and explain their choice. Exercise 1: ___ did you visit the museum? — Last Sunday. A. When; B. Who; C. Where. Exercise 2: The game was difficult, ___ we enjoyed it. A. so; B. because so; C. but. Exercise 3: It rained, ___ we played indoors. A. and because; B. so; C. but. Exercise 4: We ___ a traditional game yesterday. A. played; B. play; C. playing. Exercise 5: Did your team ___ the match? A. won; B. wins; C. win.

c) Expected outcomes

Answers with explanations:

A (When). Last Sunday answers a question about time.
C (but). The two ideas are opposite.
B (so). The clause after so is the result.
A (played). Yesterday signals the past simple.
C (win). Did + base verb.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays exercises 1 to 5 and asks Ss to read each sentence silently. T says: 'Choose the answer and explain why, not only the letter.'
Students
Ss read the sentences and identify the key clues (time, contrast, result, past, did).
Teacher
Step 2: Task performance
T asks pairs to answer and explain each item in one sentence. T monitors and helps pairs who disagree.
Students
Pairs discuss each item. Expected explanation for item 3: 'It rained is the reason; we played indoors is the result, so we use so.'
Teacher
Step 3: Report and discussion
T calls on one pair per item to give the answer and reason. T asks: 'Why is B wrong in item 2?'
Students
Ss report answers. Expected answer: 'because so' is wrong because because and so should not be used together for the same relation.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes the key rule for each item on the board.
Students
Ss check their answers and correct their mistakes in red pen.

Activity 3.2: Practice · 10 minutes

Team Challenge: Forms and Words

a) Aims

Ss choose the correct forms of possessives, imperatives, vocabulary and key structures in a team game (Period 2).

b) Content

Ss complete exercises 6 to 10 on Worksheet No. 2 in teams of four. Exercise 6: ___ run near the swimming pool. A. Not to; B. Don't; C. Didn't. Exercise 7: The camera belongs to us. It is ___. A. ours; B. our; C. us. Exercise 8: Mai has a map. It is ___ map. A. hers; B. she; C. her. Exercise 9: What ___ exciting match! A. the an; B. an; C. a. Exercise 10: Which word means a person watching a TV show? A. viewer; B. referee; C. landmark.

c) Expected outcomes

Answers with explanations:
6. B (Don't). Negative imperative: Don't + base verb.
7. A (ours). Possessive pronoun on its own.
8. C (her). Possessive adjective before the noun map.
9. B (an). Exciting begins with a vowel sound.
10. A (viewer). A viewer is a person who watches a TV show.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 2 and explains the rules: each team has one minute per question; the team with most correct answers wins.
Students
Ss form teams of four and assign roles: reader, writer, checker and reporter.
Teacher
Step 2: Task performance
T reads each question aloud and starts the timer. T monitors and checks that every member speaks.
Students
Teams discuss and write the answer. Expected discussion for item 9: 'We need an before a vowel sound: exciting.'
Teacher
Step 3: Report and discussion
T asks each reporter to read the answer and explanation. T asks: 'Why is its not correct in item 8?'
Students
Reporters give the answers. Expected answer: 'Mai has a map. It is her map' needs a possessive adjective before a noun.
Teacher
Step 4: Conclusion and assessment
T announces the winning team and confirms the answers. T summarises: possessive adjective + noun; possessive pronoun alone; an + vowel sound.
Students
Ss correct their worksheets and write the key points in their notebooks.

Activity 4: Application · 21 minutes

Postcard from My City

a) Aims

Ss use the grammar, vocabulary and pronunciation of the three units to write and present a short postcard about a place they visited or know well (Period 2).

b) Content

Ss work in pairs. Each pair writes a postcard of at least five sentences to a friend. The postcard must include: one past simple sentence about something they did (We visited the palace last Sunday.); one imperative sentence giving advice (Wear goggles at the pool. Don't run near the water.); one sentence with a possessive adjective and one with a possessive pronoun (Our room has a view of the landmark. The map is ours.); one sentence with its or it's; one sentence with a linking word (but, so, and). Pairs then read the postcard aloud with correct /θ/, /ð/, /æ/ and /əʊ/ sounds.

c) Expected outcomes

A postcard of at least five sentences, for example:
Dear Lan,
We visited the old palace in Hue last summer. It was amazing, but it was very hot, so we bought some water. Our guide showed us the landmark on the map, and the map is ours now. Wear comfortable shoes when you visit! Don't forget your camera.
Love, Minh.
The postcard uses the past simple, imperatives, possessive forms, and linking words correctly.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models a short postcard on the board and highlights each target structure in a different colour. T gives the checklist and sets the time limit of 10 minutes for writing.
Students
Ss read the model and copy the checklist into their notebooks.
Teacher
Step 2: Task performance
T asks pairs to write the postcard and monitors. T helps with word choice but does not write sentences for them.
Students
Pairs write the postcard and check each other's structures against the checklist.
Teacher
Step 3: Report and discussion
T invites three or four pairs to read their postcards aloud. The class listens and gives feedback on pronunciation and structure. T asks: 'Why did you use so in your sentence?'
Students
Pairs present. Expected answer: 'so' shows the result of the previous clause, for example 'It was hot, so we bought water.'
Teacher
Step 4: Conclusion and assessment
T praises effective sentences and corrects common errors (did + past form, its vs it's, the use of because and so together). T summarises the review.
Students
Ss revise their postcards using the feedback and keep them in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet No. 1: Question Words and Linking Words
Part A. Match each question word with its meaning.

what: asks about ___
where: asks about ___
when: asks about ___
who: asks about ___
why: asks about ___
how often: asks about ___
(Choose: places / things / time / people / reasons / frequency)
Part B. Choose the correct linking word (and / but / so) and explain.
The game was difficult, ___ we enjoyed it.
It rained, ___ we played indoors.
We bought tickets, ___ we visited the palace.
Part C. Answer the question: Why can we not use because and so together to connect the same relation?

Phiếu học tập số 2

Worksheet No. 2: Team Challenge
Instructions: Choose the correct answer A, B or C and explain in one sentence.
6. ___ run near the swimming pool.
A. Not to
B. Don't
C. Didn't
7. The camera belongs to us. It is ___.
A. ours
B. our
C. us
8. Mai has a map. It is ___ map.
A. hers
B. she
C. her
9. What ___ exciting match!
A. the an
B. an
C. a
10. Which word means a person watching a TV show?
A. viewer
B. referee
C. landmark
Team score: ___ / 5

Homework

Review the sound groups in the pronunciation table: /θ/ and /ð/, /e/ and /æ/, /əʊ/ and /aʊ/. Read aloud the words think, this, ten, cat, go and now, and record your voice to check your pronunciation.
Complete the online exercises on NeoEdu at neoedu.vn/learn/6/english/review-3-language to practise the past simple, imperatives, possessives and linking words.
Finish the postcard from class: add two more sentences that use its or it's correctly and one sentence with a question word (when, where or why).
Prepare to say three sentences about a famous landmark or palace in your city using the past simple, for presentation at the start of the next lesson.

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