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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 9. Cities of the world

Giáo án Review 3: Skills

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: identify who, where, what and why in the reading text about Linh's museum visit, and support each answer with evidence from the text.
  • By the end of the lesson, Ss will be able to: take key-word notes from a listening passage and check the information by listening again.
  • By the end of the lesson, Ss will be able to: plan an outline for a 60-80 word paragraph about two topics studied in the unit.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text and find answers on their own before checking with partners, and use notes to organise their own ideas.
  • Communication and collaboration: Ss work in pairs to retell the story using the Who-Where-What-Why frame and give constructive feedback on their partner's outline and paragraph.
  • Problem-solving and creativity: Ss decide whether a statement is a fact from the text or only a guess, and use their own experiences to write about a visit or an interesting object.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss answer reading questions with evidence, retell the passage with the main details and reasons, take notes from a listening passage, and write an outline and a 60-80 word paragraph with specific information.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use key vocabulary from the text (travelled, arrived, equipment, guide, traditional, courtyard, postcard, object) correctly, use the past simple to describe the completed visit, and pronounce the word museum with the stress on the first syllable.

3. Personal qualities

  • Diligence: Ss reread the text and listen again to the audio to check their notes before giving an answer.
  • Honesty: Ss admit when the text does not give the information (for example, the result of the team's game is not required and must not be guessed) and do not add details that are not in the text.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 6 (Global Success), Unit 9, Review 3: Skills
  • Audio player and the listening recording from the textbook
  • Projector or board to display the reading text and the Who-Where-What-Why frame
  • Worksheet 1 (printed for each pair)
  • NeoEdu online lesson page for interactive exercises: neoedu.vn/learn/6/english/review-3-skills

2. Students

  • Textbook and notebook
  • Pen or pencil and a ruler
  • Highlighter (optional, to mark evidence in the text)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Sharing a museum visit

a) Aims

Ss recall their own experience of visiting a place and get ready to read about a museum trip.

b) Content

T asks Ss to think about a place they visited with their family or class and answer three questions: Where did you go? What did you see? How did you feel?
T introduces the topic of the lesson: a school club visit to a city museum.

c) Expected outcomes

Ss give at least two short answers about a place they visited, for example: 'I visited the zoo with my family. I saw many animals and I felt happy.'
Ss are ready to read the text about Linh's museum visit.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three questions on the board and says: 'Think about a place you visited. Answer the three questions in one minute.'

    Students

    Ss think silently and write down a few keywords in their notebook.

  2. Teacher

    Step 2: Task performance

    T asks Ss to turn to a partner and share their answers. T walks around and listens.

    Students

    Ss talk in pairs, for example: 'We visited the national park. We saw a waterfall. We felt excited.'

  3. Teacher

    Step 3: Report and discussion

    T invites three or four pairs to share with the class. T gives praise and writes useful words on the board, such as museum, park, zoo, excited.

    Students

    Some Ss share their answers in front of the class. Other Ss listen and add ideas.

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today we will read about Linh's visit to a city museum. We will find who, where, what and why.' T writes the title of the lesson on the board.

    Students

    Ss note the title of the lesson and the main task in their notebook.

Activity 2.1: Knowledge formation · 10 minutes

Reading and speaking: Who-Where-What-Why

a) Aims

Ss understand the main details of the reading text and summarise it using the Who-Where-What-Why frame, with evidence from the text.

b) Content

T pre-teaches key words from the text: travelled (đi lại), arrived (đến nơi), guide (hướng dẫn viên), equipment (thiết bị), traditional (truyền thống), courtyard (sân trong), postcard (bưu thiếp), object (đồ vật), behind glass (đằng sau tấm kính).
Ss read the text 'Last Sunday, Linh visited a city museum...' and complete Worksheet 1, Part A (Who, Where, What, Why).
Ss retell the story in pairs using the completed frame. Ss must say whether each detail is a fact from the text or only a guess.

c) Expected outcomes

Worksheet 1, Part A (completed by Ss):

  • Who: Linh and her school club (the pupils)
  • Where: a city museum
  • What: watched a ten-minute video about the city; looked at old sports equipment; tried a safe version of a traditional game in the courtyard; wrote a postcard about one interesting object
  • Why: Linh liked the old sports equipment most; she enjoyed learning the rules; she sent her postcard to her grandfather; she said a museum can teach through stories and games
    Ss' retelling example: 'Linh visited a city museum with her school club last Sunday. She liked the old sports equipment most. She enjoyed learning the rules of a traditional game.'
    Key idea: If the text does not say something (for example, why the team lost), Ss must not state it as a fact.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the new words with pictures or simple definitions. T hands out Worksheet 1 and says: 'Read the text and fill in Part A. Then tell your partner the story. Remember to say if something is a fact or a guess.'

    Students

    Ss listen, repeat the new words and look at the Who-Where-What-Why frame.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the text silently, then underline the evidence for each answer. T walks around and helps weak Ss find the sentences.
    T asks: 'Did Linh feel tired after the visit? Is this in the text?'

    Students

    Ss read the text, underline key sentences and complete Part A in pairs. Expected answer to T's question: 'No, the text does not say this. It is our guess.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to retell the story. T asks the class: 'Is this a fact or a guess? Which sentence in the text supports it?'

    Students

    Ss retell the story in two or three sentences. Other Ss check the evidence and say, for example: 'That is a fact. The text says Linh liked the old sports equipment most.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the key rule on the board: Every answer needs evidence from the text. A guess is not a fact. T reminds Ss to use the words travelled, arrived, guide and postcard when they speak or write.

    Students

    Ss correct their Worksheet 1 and write the key rule in their notebook.

Activity 2.2: Knowledge formation · 10 minutes

Listening and writing: Notes and outline

a) Aims

Ss take key-word notes from a listening passage, check their information, and plan an outline for a 60-80 word paragraph.

b) Content

Ss listen to the new listening passage in the textbook exercise. They write key words only, then listen again to check the information.
Ss then use Worksheet 1, Part B to plan a paragraph of 60-80 words about two topics studied in the unit (for example, a visit to a place and an interesting object or game).

c) Expected outcomes

Key-word notes: Ss write only key words such as who, place, time, activity and reason, taken from the audio in the textbook.
Worksheet 1, Part B (outline):

  1. Opening: who, where and when (one sentence)
  2. Main events: two or three activities with time or order words (first, then, after lunch)
  3. Reason or feeling: one sentence with because or a reason from the text
  4. Closing: one sentence about what the writer learned
    Word count plan: about 15 words for each part, so the total is 60-80 words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the recording once and write only key words. Then listen again to check. After that, plan the outline in Part B.' T plays the recording.

    Students

    Ss prepare a blank page for notes and listen carefully.

  2. Teacher

    Step 2: Task performance

    T plays the recording again and pauses if needed. T asks Ss to compare their notes with a partner. T walks around and checks the outline plan.

    Students

    Ss listen, write key words, compare with a partner and correct missing information. In pairs, Ss plan the four-part outline in Part B.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to read their notes aloud and asks the class: 'Is this information in the recording? Where did you hear it?' T asks one pair to read its outline.

    Students

    Ss read their notes and outline aloud. Other Ss say whether the information is correct and give suggestions.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback: 'Your notes are short and clear. Your outline has four parts and gives reasons.' T reminds Ss to check their outline against the word count (60-80 words).

    Students

    Ss revise their outline and keep it for the writing task in the Application step.

Activity 3: Practice · 10 minutes

Practice: Reading comprehension questions

a) Aims

Ss answer multiple-choice and short-answer questions about the reading text and find evidence for each answer.

b) Content

Ss answer questions 2 to 7 based on the text in the textbook. For each answer, Ss say the sentence in the text that gives the evidence.
Questions 2-7:
2. When did Linh visit? A. Last Sunday; B. Last Saturday; C. Yesterday evening
3. How did the group travel? A. By train; B. On foot; C. By bus
4. How long was the video?
5. What did Linh like most? A. Old sports equipment; B. Modern phones; C. A café
6. Did Linh's team win? A. Yes; B. The text gives no result; C. No
7. Who received Linh's postcard?
Note for T: Questions 8-10 in the source list (about the programme and a young runner) are not based on the reading text. Do not use them in class unless the correct passage is checked.

c) Expected outcomes

Answer key:
2. A (Last Sunday)
3. C (By bus)
4. Ten minutes
5. A (Old sports equipment)
6. C (No; the text says the team did not win)
7. Her grandfather
Evidence Ss should give: 'The group travelled by bus' (Q3); 'they watched a ten-minute video' (Q4); 'Linh's team did not win' (Q6); 'Linh sent hers to her grandfather' (Q7).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Answer questions 2 to 7 in your notebook. For each answer, write the sentence from the text that gives the evidence.'

    Students

    Ss read the questions and options silently.

  2. Teacher

    Step 2: Task performance

    T gives Ss four minutes to work individually. Then T asks Ss to check their answers with a partner.

    Students

    Ss write their answers and find the evidence. In pairs, Ss compare answers and discuss any difference.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers one by one. T asks, for example: 'Question 6: Did the team win? What is the evidence?' T records the answers on the board.

    Students

    Ss answer: 'C, No. The text says Linh's team did not win.' Other Ss check the evidence.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and asks Ss to correct any mistakes. T reminds Ss: 'If the text does not give the information, choose the option that says so, such as B for Question 6 only if the option is correct in the text.'

    Students

    Ss correct their answers and note the evidence in the notebook.

Activity 4: Application · 10 minutes

Application: Writing a 60-80 word paragraph

a) Aims

Ss use their outline to write a 60-80 word paragraph about a visit or an interesting object, with specific information and reasons.

b) Content

Ss use the outline from the Listening and writing activity to write a paragraph of 60-80 words about a visit to a place they know (a museum, park, zoo or other place) or about an interesting object.
Ss must include: who, where, when, what they did, and at least one reason for their feelings or choice.
Peer review: Ss exchange paragraphs with a partner and check word count and the four parts of the outline.
Homework: Ss finish the final version and prepare a one-minute speaking about their visit.

c) Expected outcomes

A 60-80 word paragraph with four parts (opening, main events, reason or feeling, closing).
Example sentence: 'Last Sunday, I visited a city museum with my class. We watched a short video first. I liked the old toys most because they were very interesting. I wrote a postcard to my grandmother about a traditional game.'
Peer feedback checklist: the word count is 60-80; there is one reason; the verbs are in the past simple; there are no details that are not true for the writer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write a paragraph of 60 to 80 words about a visit or an interesting object. Use your outline and include one reason. Then swap with a partner for peer review.'

    Students

    Ss read the task and look at their outline from the Listening and writing activity.

  2. Teacher

    Step 2: Task performance

    T gives Ss eight minutes to write. T walks around and helps Ss with word order and past simple verbs (travelled, arrived, liked, wrote).

    Students

    Ss write the paragraph, count the words, and then exchange with a partner to check the checklist.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to read their paragraph aloud. T gives comments on content, word count and language.

    Students

    Ss read their paragraph aloud. Other Ss listen and say one thing they liked and one thing to improve.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'A good paragraph has specific information and reasons. Your next task is to finish the paragraph and practise a one-minute speaking at home.' T collects a few paragraphs for comment.

    Students

    Ss note the feedback and write the final version for homework.

Worksheets

Worksheet 1: Who-Where-What-Why and Outline

Part A: Reading summary (used in the Reading and speaking activity)
Read the text 'Last Sunday, Linh visited a city museum...' and complete the frame below. Write the evidence sentence for each answer.

  • Who: ______ (evidence: ______)
  • Where: ______ (evidence: ______)
  • What: ______ (evidence: ______)
  • Why: ______ (evidence: ______)
    Did Linh feel tired after the visit? Is this a fact or a guess? Explain in one sentence.

Part B: Outline for a 60-80 word paragraph (used in the Listening and writing activity)

  1. Opening (who, where, when): ______
  2. Main events (two or three activities, with time words): ______
  3. Reason or feeling (use because or a reason): ______
  4. Closing (what you learned): ______
    Word count plan: about 15 words for each part. Total: 60-80 words.

Homework

  • Finish the 60-80 word paragraph from the Application activity and check it with the checklist: word count, four parts, one reason, past simple verbs.
  • Prepare a one-minute speaking about a visit to a place you know. Use the Who-Where-What-Why frame and give at least one reason.
  • Practise the listening passage at home using the audio in the textbook. Write key words only, then listen again and check your notes.
  • Go to the NeoEdu page neoedu.vn/learn/6/english/review-3-skills and complete the interactive exercises for Review 3: Skills. Write down two questions you still find difficult to bring to class.

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